Pedagogy 2025

Abstract

As artificial intelligence rapidly enters creative fields — from UX design to graphic communication — educators face urgent questions: How is AI reshaping creative work? And how should we prepare students to engage with this evolving landscape? This paper presents findings that explore how creative professionals perceive AI’s impact on their roles, using Albert Bandura’s self-efficacy theory as a framework. Based on qualitative interviews with industry practitioners, the study reveals a nuanced picture: AI is viewed as both a powerful collaborator and a potential threat. Participants cited increased efficiency and ideation support alongside concerns about job displacement, creative devaluation, and skill redundancy. Crucially, those with higher self-efficacy were more likely to view AI as an opportunity rather than a replacement. These findings offer actionable insights for educators designing curricula that foster adaptability, critical thinking, and resilience in creative disciplines. This research argues for pedagogical approaches that go beyond tool adoption, focusing instead on identity formation, mindset development, and interdisciplinary learning to prepare students for hybrid human-AI workflows. By rethinking how we teach creativity in the age of automation, this work contributes to the ongoing conversation about 21st-century education and empowers educators to better equip the next generation of creative professionals.