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<p>The rapid expansion of Generative Artificial Intelligence (GenAI) is transforming higher art education, raising new questions about creativity, authorship, and skill development. This systematic review synthesizes 27 empirical and observational studies published between 2023 and 2025 to examine how GenAI tools—including ChatGPT, Midjourney, and DALL·E—are integrated across visual arts, design, music, and interdisciplinary STEAM education. Following PRISMA guidelines, the reviewed studies were systematically screened, appraised, and thematically analyzed to identify pedagogical roles, learning outcomes, technical deployment modes, and ethical concerns. Across disciplines, GenAI consistently functions as a powerful support for early-stage creative exploration, enhancing divergent thinking and reducing affective barriers, particularly for novice learners. However, the synthesis identifies a persistent ideation–execution gap: while GenAI accelerates conceptual generation, it remains limited in supporting executional phases that require technical nuance, embodied practice, and contextual judgment. Discipline-specific patterns indicate stronger quantitative evidence of creative fluency gains in music education, alongside ongoing concerns about authenticity and de-skilling in visual arts and design contexts. This review advances the field by linking creative outcomes to both pedagogical framing and technical deployment modes, and argues for Human-in-the-Loop pedagogies that position students as critical curators. Embedding critical AI literacy, including prompt engineering, ethical awareness, and algorithmic understanding, is essential for the sustainable integration of GenAI in higher art education.</p>

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Integrating Generative AI in Higher Art Education: A Systematic Review of Tools, Pedagogies, and Practices

  • 期刊论文

  • 发表日期：

    2026年2月16日

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  • Zhishu Fang

摘要

The rapid expansion of Generative Artificial Intelligence (GenAI) is transforming higher art education, raising new questions about creativity, authorship, and skill development. This systematic review synthesizes 27 empirical and observational studies published between 2023 and 2025 to examine how GenAI tools—including ChatGPT, Midjourney, and DALL·E—are integrated across visual arts, design, music, and interdisciplinary STEAM education. Following PRISMA guidelines, the reviewed studies were systematically screened, appraised, and thematically analyzed to identify pedagogical roles, learning outcomes, technical deployment modes, and ethical concerns. Across disciplines, GenAI consistently functions as a powerful support for early-stage creative exploration, enhancing divergent thinking and reducing affective barriers, particularly for novice learners. However, the synthesis identifies a persistent ideation–execution gap: while GenAI accelerates conceptual generation, it remains limited in supporting executional phases that require technical nuance, embodied practice, and contextual judgment. Discipline-specific patterns indicate stronger quantitative evidence of creative fluency gains in music education, alongside ongoing concerns about authenticity and de-skilling in visual arts and design contexts. This review advances the field by linking creative outcomes to both pedagogical framing and technical deployment modes, and argues for Human-in-the-Loop pedagogies that position students as critical curators. Embedding critical AI literacy, including prompt engineering, ethical awareness, and algorithmic understanding, is essential for the sustainable integration of GenAI in higher art education.