Artificial Intelligence in Students’ Creative Process: Opportunities and Challenges in Arts Education

Abstract

The article analyses the opportunities and challenges associated with the use of artificial intelligence, particularly generative AI, in students’ creative process in arts education. It aims to identify how AI can be integrated into learning and creative practice to support idea development and experimentation without replacing students’ independent thinking and artistic decisions. The study is based on a targeted review of scholarly literature and comparative and critical analysis; it does not include empirical data. The article examines AI functions in idea generation, visualisation, prototyping, the exploration of creative alternatives and technical support. It considers possible effects on creative autonomy, originality and professional skills, alongside questions of authorship, intellectual property, academic integrity, algorithmic bias and data protection. Based on the literature, the article outlines principles for responsible integration: using technology in line with clear learning objectives, disclosing the role of AI, critically evaluating generated outputs and documenting students’ individual contributions. It argues that the educational value of AI depends not only on its technical capabilities but also on whether students retain an active role in directing the creative process and making final decisions. It also distinguishes between AI as a supporting resource and its direct contribution to the final creative product, since this difference shapes students’ responsibility and autonomy. The analysis considers both creative opportunities and risks of convergence and over-reliance. The findings provide a basis for recommendations on pedagogical integration and assessment, aimed at promoting the responsible use and effective integration of artificial intelligence into the learning process.