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Cited by 30Artificial Intelligence in EducationArchitecture and Computational DesignDesign Education and Practice

Students’ Perceptions of Generative AI Image Tools in Design Education: Insights from Architectural Education

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Huh, Michelle Boyoung, Miri, Marjan, Tracy, Torrey·2025·Education Sciences
DOI 10.3390/educsci15091160
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Abstract

The rapid emergence of generative artificial intelligence (GenAI) has sparked growing interest across educational disciplines, reshaping how knowledge is produced, represented, and assessed. While recent research has increasingly explored the implications of text-based tools such as ChatGPT in education, far less attention has been paid to image-based GenAI tools—despite their particular relevance to fields grounded in visual communication and creative exploration, such as architecture and design. These disciplines raise distinct pedagogical and ethical questions, given their reliance on iteration, authorship, and visual representation as core elements of learning and practice. This exploratory study investigates how architecture and interior architecture students perceive the use of AI-generated images, focusing on ethical responsibility, educational relevance, and career implications. To ensure participants had sufficient exposure to visual GenAI tools, we conducted a series of workshops before surveying 42 students familiar with image generation processes. Findings indicate strong enthusiasm for GenAI image tools, which students viewed as supportive during early-stage design processes and beneficial to their creativity and potential future professional competitiveness. Participants regarded AI use as ethically acceptable when accompanied by transparent acknowledgment. However, acceptance declined in later design stages, where originality and critical judgment were perceived as more central. While limited in scope, this exploratory study foregrounds student voices to offer preliminary insights into evolving conversations about AI in creative education and to inform future reflection on developing ethically and pedagogically responsive curricula across the design disciplines.

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Authors
Huh, M. B., Miri, M., & Tracy, T.
Affiliations
  • Virginia Tech (US)
  • Drexel University (US)
  • University of Arkansas at Fayetteville (US)
Corresponding author
Huh, Michelle Boyoung
ORCID
Venue
Education Sciences
Publisher
MDPI AG
Published
2025-09-05
Volume
15
Issue
9
Pages
1160
ISSN
2227-7102 (ISSN-L)
DOI
10.3390/educsci15091160
OpenAlex
W4414023064
Cited by
30
References
21
Citations by year
2026: 27 · 2025: 3
FWCI
31.45
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Sciences (publishedVersion, cc-by)
  • VTechWorks (Virginia Tech) (publishedVersion, cc-by)
  • Journal of the Arkansas Academy of Science (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
Angelo Donghia Foundation, Inc.
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Physical Sciences › Engineering › Architecture › Architecture and Computational Design
  • Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
Keywords
generative AI, architectural education, interior architecture students, student perceptions, AI ethics, authorship, originality, design process, creativity, design pedagogy, visual communication

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