This research demonstrates a scalable, new inclusive design framework that activates local cognition through low-tech human-AI collaboration, providing a viable model for culturally adaptive intelligence in marginalized communities.
Abstract
Background: While generative AI holds transformative potential for creative education, it often exacerbates the digital divide for children in the Global South. Its 'screen-centered' paradigm reinforces algorithmic colonialism, where result-oriented outputs often marginalize local narratives and impose alien cultural frameworks, further isolating those in low-resource environments.Objective: This study proposes an unplugged, AI-scaffolded intervention paradigm to stimulate creativity and critical thinking among rural children in low-tech environments. Methods: Guided by the "3E" principles (Embedded, Embodied, Emergent), we developed an AI-integrated toolkit that transforms a single A3 paper into a creative "Zine" through non-electronic paper-cutting activities. A study was conducted with 40 students in rural China, using AI as a heuristic scaffold to provide cultural imagery through questioning rather than direct answers. Data were collected via coded artworks. Results: Findings indicate that: (1) AI-scaffolding significantly enhances narrative complexity and personalized creative expression; (2) Compared with "answer-oriented" outputs, AI’s guided intervention triggers more iterative thinking and reflective dialogue, fostering creative agency rather than technological dependence; and (3) highly embodied interactions increase creative autonomy and immersion. Conclusion: This research demonstrates a scalable, new inclusive design framework that activates local cognition through low-tech human-AI collaboration, providing a viable model for culturally adaptive intelligence in marginalized communities.
This study proposes ‘conflictual creativity’ a new concept in generative AI art education that emerges in micro-moments when students critically evaluate AI-generated images and consciously reject them with “this is not what I want”—moments characterized by subjective judgment, active resistance, and creative transformation. Conflictual creativity manifests in the process where students reject, modify, and recreate AI-generated outputs when they do not align with their intentions. It represents subjective practice that realizes individual intention through active intervention and resistance toward automation. This represents a fundamental shift in the subject of creativity: from the creator-centric paradigm to an intervener-centric one, where autonomous judgment emerges through interaction with automated outputs. To verify this concept, a pilot project with elementary students at a Seoul art education center analyzed four stages—judgment, resistance, transformation, and responsibility. The results revealed high levels of technical and aesthetic responsibility (86.7–93.3%), while ethical responsibility remained notably low (20–27%). This gap demonstrates that students need to develop a deeper understanding of the responsibility that accompanies their choices in AI art education. This means that in AI-based art education, systematic teacher intervention helps students move beyond simple technical fixes to build ethical and independent judgments. This support helps maintain ‘conflictual creativity’ in art education during the age of AI.
Unknown authors· Society for Art Education of...· 0 citations
The SCALE taxonomy offers a future-oriented framework of educational objectives for the age of artificial intelligence (AI). This conceptual paper asks how these objectives can be enacted through a pedagogy that remains embodied, creative, and connected to human life. We thus integrate SCALE with Arts-Based Pedagogy (ABP), drawing on embodied cognition to conceptualize ABP as a life-connected learning ecology organized through four interrelated dimensions: perception, representation, creative iteration, and resonance. Rather than fixed stages, these dimensions describe how artistic experience enables learners to notice lived phenomena, give ideas perceptible form, revise meaning through making, and reconnect creation with personal social life. Building on this conceptual integration, we propose the AI-empowered ABP for K-12 education and beyond. The pedagogy moves from sensorial perception and artistic representation to feedback and self-reflection, creative making and AI-empowered iteration, and sharing for resonance. We argue that AI may generate text, images, music alternatives, or feedback, but learners retain primary responsibility for intention, interpretation, judgment, and transformation. AI-empowered ABP therefore positions AI as a generative collaborator and facilitator within a human-led, life-connected process of meaning-making, through which SCALE habits of mind can be mobilized within shared inquiry.
Le-Xuan Zhang, Weipeng Yang· AI, Brain and Child· 0 citations
This study examines the Ghiblify Yourself trend as a form of AI-mediated visual communication in Indonesian digital culture. With this trend, users transform personal photographs into Studio Ghibli- inspired images using text-to-image generative AI. Although often seen as playful digital entertainment, the practice reveals deeper questions about platform participation, visual self-presentation, creativity, and algorithmic mediation. Drawing on Theodor W. Adorno’s theory of the culture industry, this study aims to explain how users experience creative agency in prompt-based image production and how this practice reflects the changing relationship between art, technology, and industrial society. The study used a qualitative design involving semi-structured interviews with nine informants, non-participant digital observation of content on TikTok, Instagram, and Twitter/X, and a literature review. Data were analyzed through open, axial, and selective coding. The findings show five main themes: FOMO and platform-driven participation; nostalgia and family memory; digital fantasy and the imagined self; prompting as pseudo-creative labor; and algorithmic mediation and false creativity. This study argues that the Ghiblify trend produces a sense of creative agency while placing users within standardized, commodified, and algorithmically governed systems of cultural production. The article contributes to communication studies by clarifying how AI changes authorship, agency, and visual meaning online.
The rapid integration of generative artificial intelligence (AI) into creative industries has intensified a ‘crisis of representation’, where the speed of production often masks deep‐seated cultural biases. This study investigates a studio‐based pedagogical intervention in a Cultural Studies class for third‐semester Indonesian digital media students, designed to support a transition from functional AI use to critical AI literacy (CAIL). Drawing on digital neocolonialism, semiotics, critical media literacy and production‐based pedagogy, the study operationalises ‘AI failure’ or the glitch, not as a technical error to be corrected, but as a productive site for learning. Through a design‐based research intervention, students generated culturally specific AI images, analysed misrepresentations through Barthes and Hall, and transformed their critiques into parody videos. The findings show that parody‐based making helped students move from passive acceptance or surface error‐spotting towards oppositional decoding and culturally grounded critique. Students identified recurring representational patterns, including Orientalist fantasy, the Java‐Bali default and contextual collapse, while also learning that effective parody requires explicit explanation, ethical framing and human judgement. The article contributes a transferable five‐session pedagogical framework for art and design educators seeking to teach CAIL through culturally situated creative production.
A. P. Kuntjara, Daniel Kurniawan Salamoon· International Journal of Art...· 0 citations
Beginning with an exploration of the potential of generative AI (gAI) for arts education, I examine how co-creative practices with gAI are configured in contemporary art through techno-material entanglements and artistic attitudes. Rather than anthropomorphising AI or reducing it to a passive tool through anthropocentrism, I understand co-creative practices with gAI as network practices composed of human and non-human elements, as outlined in Bruno Latour's (2005) actor-network theory. Using situational analysis (Clarke et al 2022), I investigate four exemplary artistic positions by examining how agency is negotiated across discursive and praxeological dimensions, as well as through the techno-material affordances of generative networks. In doing so, I develop a typology of artistic attitudes: attributed control, affirmative release of control, loss of control, and shared control. Rejecting the tool metaphor, I tentatively propose alternative terms for AI as connectionist counterparts and collaborators, depending on the praxeological distribution of control. The study is limited by its focus on four case studies, which provide conceptual orientation while risking the production of overly stable distinctions. Taken together, these entangled attitudes towards control offer a condensed account of situated co-creative practices with gAI and an analytical framework for encountering gAI in arts education.
Industry 4.0 presents a challenge to character education for Indonesian Gen Z, particularly with the integration of Artificial Intelligence (AI) into the curriculum. Currently, the application of AI in school education remains passive, focusing less on fostering creative interaction and collaboration, which results in less engaging learning experiences. This study introduces the AAPA Framework, a pedagogical approach that integrates narrative-based visual design and AI as moral scaffolding. The conceptual narrative infrastructure comprises visual character design, character premise, and worldbuilding, all developed into a visual workbook. By utilizing Ian Condry's soul-of-media theory alongside a psychosocial approach, the framework develops a visual “Pitch Bible” and worldbuilding infrastructure that serves as a ground reference for AI-mediated moral problem-solving. In alignment with SDG 4 (Quality Education), this research promotes innovative learning environments that foster critical thinking. Using an exploratory mixed-methods case study involving 30 junior high school students (aged 12-14), the result indicates a significant amount of cognitive dissonance with identity vs morality. These findings indicate that a human-centered, technology-supported approach provides a scalable blueprint to improve character education practices in the digital age.
Alisa Arindhani, A. Muchransyah· 2026 11th International Conf...· 0 citations
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