Pedagogy and Professional Development

From Curiosity to Critical Engagement: A Pedagogical Study on Generative AI Adoption in Apparel Design Education

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Abstract

This study investigates the integration of generative AI into apparel design education to understand its influence on creativity and learning. Students in two studio-based courses used DALL·E and Artbreeder during ideation, sketch development, and textile exploration. Pre-, mid-, and post-project questionnaires captured evolving perceptions, which were analyzed using Rogers’ Innovation-Decision Process. Findings indicate a progression from initial curiosity to more strategic, reflective engagement with AI. Students reported benefits such as accelerated idea generation and expanded sources of inspiration, while also expressing concerns about accuracy, usability, and over-reliance. The study shows that intentional, guided use of generative AI can strengthen creative confidence and design thinking, while encouraging students to critically examine authorship, originality, and ethical implications. Results highlight the need for thoughtful pedagogical approaches as AI tools become increasingly present in design education. These insights offer guidance for educators seeking to incorporate emerging technologies while preserving core principles of creative learning.

Keywords: generative AI, apparel design education, Innovation-Decision Process (IDP), studio-based learning, pedagogical applications

How to Cite:

Bang, H. & Hodges, N. J., (2025) “From Curiosity to Critical Engagement: A Pedagogical Study on Generative AI Adoption in Apparel Design Education”, International Textile and Apparel Association Annual Conference Proceedings 82(1). doi: https://doi.org/10.31274/itaa.21932