Abstract

Background: The rapid development of generative artificial intelligence (AI) is fundamentally changing the creative practices of design students in higher education. This major shift needs a thorough examination of how AI influences their creative development. Purpose: This study aims to investigate the specific impact mechanisms of generative AI on the creative process of design students and to propose effective, evidence-based optimization strategies. Methods: We used a rigorous mixed-methods approach, integrating a comprehensive literature review, in-depth case studies, and controlled educational experiments. This allowed for a systematic exploration of how technological intervention facilitates the multidimensional reconstruction of creative thinking. Results: Our findings highlight generative AI's multifaceted impact on design students. Cognitively, AI broadens conceptual boundaries by enabling vast data retrieval, yet risks over-reliance on existing patterns, which can hinder originality. Behaviorally, AI tools boost prototype iteration efficiency but may inadvertently lessen deep critical thinking. Emotionally, human-machine collaboration stimulates innovation, but can also lead to increased anxiety. Based on these insights, we propose a "three-dimensional collaborative" educational strategy. This includes a curriculum based on an "AI Toolchain Design Methodology," a "Process-Based Creativity Graph" evaluation model, and the establishment of school-enterprise AI design laboratories with ethical guidance. Conclusion: This research provides a critical theoretical foundation and actionable practical pathways for the ongoing reform of design education in the age of artificial intelligence. It also lays essential groundwork for future longitudinal studies exploring the advance applications of generative AI in educational contexts.