From Attitudes to Action: Exploring Key Factors Influencing Chinese Mainland Design Educators’ Intention to Integrate AI Into Creative Teaching Practice

Author Information

Yuanyi Liao, The Hong Kong Polytechnic University, Hong Kong
Henry Ma, The Hong Kong Polytechnic University, Hong Kong

Abstract

The integration of generative artificial intelligence (AI) is reshaping how design knowledge is taught and practiced. AI tools now support concept generation, visual exploration and design evaluation, yet the behavioural and contextual factors shaping educators’ adoption remain underexplored in Chinese mainland. This mixed methods study explores key determinants influencing design educators’ intention to integrate AI tools into teaching, using the Theory of Planned Behaviour (TPB) and the Technology Acceptance Model (TAM). Semi structured interviews with ten design lecturers are combined with survey responses from 100 design educators, enabling statistical patterns to be interpreted alongside contextual insights (N = 100). Findings indicate relatively positive attitudes toward AI’s efficiency and ideation benefits, with persistent concerns about over dependence, academic integrity, and erosion of foundational skills. Industry and institutional norms strongly favour AI integration, while peer and student influences are more mixed. Educators indicated high self-efficacy but face structural constraints related to access, policy ambiguity, and assessment design. Sustainable adoption depends on aligning institutional resources, teacher professional development, and studio based assessment so that AI operates as a co creative partner rather than a replacement for human creativity.

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