The integration of generative artificial intelligence (Gen AI) in artistic expression continues to evolve, challenging existing practices in Art and Design and urging higher education (HE) to reassess both established pedagogical strategies and the skills needed to succeed in an AI-empowered environment. Through a comprehensive review of existing literature and primary research conducted within the School of Art and Design at Nottingham Trent University, this paper investigates three pivotal questions. First, it explores how educators perceive the impact of AI on art and design, uncovering their insights and concerns. Second, it identifies the essential skills and knowledge that students may need to thrive in an AI-driven future, highlighting the competencies that could be most valuable. Finally, it explores potential strategies that educators could implement to support learners in the process. The primary methods of data collection are anonymous electronic questionnaires and interviews. The objective is to capture a moment in time to explore and understand how academics perceive the significant transformations brought about by the integration of AI in artistic processes. In line with the constructivist paradigm, this study utilizes an interpretative and contextualized approach to analyse the data through the Triangulation analytical framework. The findings provide valuable insights into the current state of AI education within the Art and Design field and contribute to the ongoing efforts to develop meaningful approaches to bridge the gap between academic learning and the dynamic needs of industries.

Authors:
Sara Corvino, Nottingham Trent University, United Kingdom

About the Presenter(s)
Sara Corvino is a Senior Lecturer at the School of Art and Design, Nottingham Trent University, United Kingdom.

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