Generative Artificial Intelligence in Art Education: Pedagogical and Ethical Implications in Higher Education

Generative Artificial Intelligence in Art Education: Pedagogical and Ethical Implications in Higher Education

DOI: https://doi.org/10.5209/rced.103892
Keywords: generative AI, art education, higher education, creativity, ethics, digital pedagogy

Abstract

Generative artificial intelligence (GAI) is reshaping creative practices and raising new challenges for higher education, particularly in the field of art and visual culture. This study examines the integration of GAI in art education through a qualitative systematic review of recent literature (2022–2025).

The analysis identifies key pedagogical approaches, including the use of GAI as a tool for creative exploration, the role of error as an artistic resource, and the importance of prompt-based interaction. It also highlights critical dimensions related to ethics, authorship, and the transformation of visual thinking.

Findings suggest that art education provides a particularly relevant context for fostering critical, creative, and reflective engagement with AI technologies. The study contributes to current debates by outlining pedagogical and ethical implications for integrating generative AI into higher education.

Author Biographies

Raquel Abad Gómez, Rey Juan Carlos University

Doctora en Bellas Artes por la Universidad Complutense de Madrid (UCM, 2012), con una tesis centrada en el uso de nuevas tecnologías aplicadas a los procesos de enseñanza y aprendizaje en el ámbito artístico. Desde 2008 desarrolla su labor docente en el ámbito universitario, primero en el CES Felipe II (UCM) y, desde 2014, como profesora en la Universidad Rey Juan Carlos (URJC), en los grados de Bellas Artes y de Educación Infantil y Primaria. Sus asignaturas se centran en el estudio del color, la pintura y la educación artística.

Cuenta con el Certificado de Aptitud Pedagógica (CAP, 2007), que ha reforzado su formación en metodologías específicas para la enseñanza del arte. Además, ejerce labores de gestión académica como coordinadora de programas de intercambio (Munde, Erasmus, Sicue) en el grado de Bellas Artes.

Sus líneas de investigación articulan arte y educación, con un especial interés en el uso de redes sociales y tecnologías digitales como herramientas didácticas, la aplicación de la inteligencia artificial en la cultura visual, las metodologías activas de aprendizaje, la relación entre dibujo infantil y arte contemporáneo, y el comisariado de exposiciones.

Carlos Valverde Martínez, Rey Juan Carlos University

PhD in Fine Arts (UCM, 2018) with a doctoral thesis titled Ideal of Beauty: Approaches from the Visual Image and Cosmetic Surgery (Summa Cum Laude). Assistant Professor (ANECA accreditation since 2020) at Rey Juan Carlos University (2017 – present). Previously Adjunct Professor at the Faculty of Fine Arts, University of Castilla-La Mancha (UCLM, 2019). My teaching experience in public universities in Spain amounts to 1,290 teaching hours. Collaborator in over 30 exhibitions and/or artistic projects as curator or artist. 
As an artist: I have participated in group exhibitions in Spanish museums such as Museo Ibercaja Camón Aznar (Zaragoza), Museo de América (Madrid), Museo Gustavo de Maeztu in Estella (Navarra), Fundación Fran Daurel (Barcelona), among others. As an exhibition curator: developer of outreach projects for art fairs such as Room Art Fair; for institutions like the Embassy of Ecuador in Spain; city councils such as Madrid, Aranjuez, or Pinto; and for art galleries such as ISALA, LIEBRE, or La Lisa. Knowledge transfer by bringing student, alumni, and faculty projects from UCM and URJC into professional contexts, as well as creating curatorial projects as an independent curator.

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Published
2026-07-01
How to Cite
Abad Gómez, R., & Valverde Martínez, C. (2026). Generative Artificial Intelligence in Art Education: Pedagogical and Ethical Implications in Higher Education: Generative Artificial Intelligence in Art Education: Pedagogical and Ethical Implications in Higher Education. Revista Complutense de Educación, 37(3), 483-502. https://doi.org/10.5209/rced.103892
Issue
Vol. 37 No. 3 (2026)
Section
Articles

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