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Generative AI in Higher Education: Student Perceptions and a Teaching Framework for Creative Interactive Content Design

Year: 2026

Type: article

Abstract: This study examines the role of generative artificial intelligence in higher education, focusing specifically on creative degree programs and students’ perceptions of its academic and creative value. Employing a mixed-methods design, data were collected from 555 university students enrolled in communication- and design-related degrees in Spain. By combining an online survey with focus groups, the research analyzed the frequency, purposes, and meanings of AI use in academic tasks. The results show that students primarily use generative AI to clarify concepts, develop ideas, review literature, and support academic production. Although they acknowledge its utility as a learning tool, participants also raised concerns regarding overreliance, reduced creative effort, unreliable outputs, and potential threats to originality and authorship. Consequently, the study concludes that while generative AI is already influencing learning practices in higher education, its educational potential relies heavily on clear pedagogical guidance, ethical implementation, and active teacher mediation. Based on these findings, the article proposes a ten-step teaching framework for AI-supported creative interactive content design, aimed at fostering pedagogical innovation while preserving critical thinking, creativity, and student authorship.

Source: Education Sciences

DOI: 10.3390/educsci16081337

Authors: Belén Mainer, Ana Pérez-Escoda

Institution: Universidad Francisco de Vitoria

Language: English

Topic: Artificial Intelligence in Education

Subfield: Information Systems

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,172