Artificial Intelligence (AI) is a groundbreaking tool that sparks, among other things, debates about its influence on human creativitycreativity. The significance of both creativity and AI is widely acknowledged, especially in STEMSTEM fields (Science, Technology, Engineering and Mathematics). However, our understanding of the relationship between AI and creativity remains limited. AI progressively takes on cognitive tasks and generates new ideas and solutions, posing questions regarding its potential to enhance and transform human creativity. Therefore, we explore the transformative potential of AI in the realm of creativitycreativity while examining perceptions of self-efficacyself-efficacy through empirical findings from the mixed-methods study “digiMINTdigiMINT” (BMFTR grant no. 01FP22M01). The full research project involved narrative interviewsnarrative interviews alongside quantitative online surveys targeting female high school and undergraduate studentsstudents, young professionals, and stakeholders in GermanyGermany's mechanical and industry engineering. This approach allows an investigation of the educational and professional environment in engineering, illuminating the dialogue surrounding artificial intelligence and creativity. However, this paper focus on two participant groups: female high school students with STEMSTEM aspirations and female undergraduate students in STEM programs. By narrowing the focus in this paper to these two groups, we aim to shed light on the specific challenges and potentials in the early stages of engineering education, especially in the context of ongoing societal discourse around artificial intelligence and creativity. Our findings indicate that while participants recognise the potential benefits of applying AI in their field, they primarily see it as a mere tool. For instance, they see opportunities for automation in testing and advancements in high-level programming languages. However, these developments appear untangled by creative problem-solvingproblem-solving—central to engineers’ professional identitiesprofessional identities.