The Position and Challenges of AIGC-Assisted Design in Modern Art and Design Education

Abstract

The rapid rise of artificial intelligence-generated content (AIGC) has brought managerial and pedagogical challenges to higher education, especially in art and design. This case study examined the implementation of AIGC tools in the curriculum of a provincial public university in eastern China, through a 16-week controlled experiment with 120 undergraduates. In addition, the study included an analysis of the university's governance practices. Results showed that AIGC improved design efficiency, iteration, and collaboration but did not significantly enhance the final creative quality of student work—which still relied on human aesthetics and critical judgment. The study revealed ethical and governance issues, such as a lack of clarity regarding intellectual property rights, and a widening digital teaching divide. The study argued that effective AIGC integration requires balanced human–AI collaboration, strong information technology governance that ensures academic integrity and data sovereignty, and a phased, inclusive implementation model that supports equitable access and long-term innovation.

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