The integration of artificial intelligence (AI) into design practice is reshaping the creative landscape, offering unprecedented opportunities while also introducing complex challenges. Among these advancements, Generative AI (GenAI) has emerged as a significant influence, affecting various aspects of creative processes. However, its impact extends beyond efficiency—GenAI raises critical questions about originality, ethics, cultural sensitivity, and the evolving role of designers. As AI-generated outputs become increasingly sophisticated, design education must evolve to prepare socially responsible, ethically grounded, and innovative practitioners who can navigate this changing landscape. This paper first examines the evolving definition of creativity and responsibility in design education, tracing how these concepts have shifted in response to broader technological and societal changes. It then explores the current applications of GenAI in the design process, analyzing the nature of AI-generated outputs and their implications for creativity, authorship, and the designer’s agency. Furthermore, the study discusses strategies for integrating AI in ways that foster critical thinking, ethical awareness, and creative autonomy in design education. By critically assessing AI’s influence on designer’s agency and authorship, this research contributes to the discourse on responsible technology adoption. Rather than positioning AI as a replacement for human creativity, this paper advocates for its role as an augmentative tool that enhances the creative process while preserving designer agency. Ultimately, the study underscores the importance of proactive educational strategies that empower designers to shape meaningful and responsible creative work in an AI-augmented landscape.