This study investigates the role of Artificial Intelligence (AI) as a creative catalyst in empowering first-year female design students through the conceptualization and prototyping stages of architectural design. Conducted within the Design Fundamentals II course at the Royal University for Women (Bahrain), the research employed a qualitative case study methodology, analyzing student sketches, AI-generated visuals, and interview data. Thematic analysis, following Braun and Clarke’s (2006) six-phase framework, revealed four major themes: enhanced creative exploration, reflective learning and iterative thinking, ethical awareness regarding originality, and operational challenges in AI usage. AI tools like ChatGPT expanded students’ creative horizons by offering unexpected design inspirations and enabling rapid iterations, while simultaneously provoking reflection on authorship and authenticity. Challenges related to prompt crafting and managing output unpredictability were common but contributed to students’ development of critical problem-solving skills. Triangulation of student projects, interview reflections, and instructional documents enhanced the validity of findings. The study highlights AI’s dual role as both a powerful enabler of creativity and a pedagogical challenge, suggesting that thoughtful integration of AI into design education can cultivate innovation, ethical awareness, and technical proficiency among emerging female designers.