Year: 2026
Type: article
Abstract: Generative Artificial Intelligence (Gen AI) is rapidly reshaping design practice in STEM disciplines, creating an increasing demand for a workforce equipped with relevant AI skills and knowledge. However, its integration into design education raises critical pedagogical and ethical concerns. This study provides empirical insights into how STEM students, use Gen AI in academic design-oriented project work through semi-structured interviews conducted at a UK university. The findings indicate that students are already using Gen AI across multiple stages of the design project learning process, extending beyond core design activities, such as generating and visualising ideas, to include project preparation, such as interpreting project briefs, and the communication of outcomes, such as refining written reports. This suggests that Gen AI is evolving from a supplementary design aid into an infrastrucural component of the design learning process for the study concerned. At the same time, students highlighted concerns regarding the reliability of AI-generated outputs, academic integrity, and the lack of formal guidance. This study contributes to understanding of students' real-world engagement with Gen AI. It identifies two key tensions: rapid student adoption of Gen AI despite limited institutional support and anticipated professional use alongside continued distrust of Gen AI in high-risk engineering contexts. It also highlights the need for Gen AI tools and educational strategies that support the full design project learning process.
Authors: Wang, Di, Jiang, Pingfei, Quan, Yilin, Han, Ji
Institution: University of Exeter
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7214421478