Title: Ally Rather Than Mere Utility: Reimagining the Teacher and Generative Artificial Intelligence Relationship in Design Education
Stream: Nurturing Creativity & Innovation: New, Innovative & Radical Education
Presentation Type: Oral Presentation
Authors:
Chris Chimwayange, Adelaide University, Australia
Chris Pedler-Jones, University of Adelaide, Australia
Abstract:
As Generative AI (GenAI) rapidly reshapes design education, it invites a rethinking of the roles of teachers, students and digital tools. Advances in deep learning and Design for Manufacture and Assembly (DfMA) are transforming how design knowledge is generated, communicated, and experienced. Large Language Model (LLM)-powered tools such as ChatGPT, Meshy, DALL-E, Claude, Grok, and Gemini now blur the boundaries between human and machine creativity. This raises a provocative question: what if GenAI in design education moved beyond being a mere instrument to becoming a genuine co-creative partner? Drawing on sociomaterial and posthumanist theories, this study explores how secondary Design and Technology educators reimagine their engagements with GenAI in Makerspace practices. Using a mixed-methods approach, data were gathered through questionnaires, interviews, classroom observations, and reflective journals. Findings reveal a shift in teacher perceptions—GenAI is increasingly seen not just as a task-delegating tool but as a creative collaborator. Teachers reported new pedagogical possibilities using Fusion 360 GenAI and ChatGPT, prompting redefinitions of professional roles. Yet questions of authorship, bias, and control remain, underscoring the need for critical digital literacy and ethical awareness. This research offers theoretical and practical insights for educators, leaders, and policymakers navigating this emerging human–GenAI frontier.
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