How GenAI Enters Illustration Studio Education: Pedagogical Insights from Students and Educators

Abstract

Generative AI (GenAI) tools are increasingly entering illustration-oriented design education, yet educators and students face uncertainty about how to integrate these technologies effectively into studio workflows. This study investigates how GenAI shapes creative processes, learning, and ethical practices across multiple course levels. Using a qualitative approach combining a student survey (N=81) and an educator focus group (N=8), we examine: (1) how students perceive and incorporate GenAI in ideation and production, (2) how educators interpret and guide AI-mediated studio work, and (3) the ethical and educational tensions that arise. Findings reveal five thematic areas, highlighting GenAI’s dual role as a creative scaffold and a potential source of reflective and originality challenges. By synthesizing student and educator perspectives, this paper provides actionable insights for designing AI-integrated illustration curricula that foster creativity, ethical awareness, and critical engagement.