Author Information
Jeannine Vail, University of North Texas, United StatesChanjuan Chen, University of North Texas, United States
Abstract
As generative artificial intelligence (GAI) technology continues to transform the design industry, traditional design processes are being reshaped by the integration of digital tools, leading to new opportunities for creativity, efficiency, and accessibility. Educators are recognizing the urgent need to integrate GAI into the design curriculum to better prepare students for this rapidly evolving industry. This research examines a pedagogical model structured around the Revised Bloom’s Taxonomy (2001) framework to support fashion and interior design students in their cognitive progression when applying generative AI. The model aligns educational activities with corresponding assessment methods. A multidisciplinary educational approach was developed in a university in the United States, beginning with an industry expert-led workshop fostering knowledge and understanding of GAI platforms among students and faculty. A design project followed, providing a staged learning experience for students to create discipline-specific design outcomes. Pre- and post-surveys, along with focus group discussions, revealed gaps in learning and highlighted the need to scaffold educational activities and objectives. The findings indicate that students require greater emphasis on foundational knowledge in GAI programs to successfully integrate it into their design process. Building on the Revised Bloom’s framework, the study offers potential instructional strategies for integrating GAI into design pedagogy, enabling graduates to transfer these skills to professional practice.
Paper Information
Conference: BCE2025Stream: Teaching Experiences
This paper is part of the BCE2025 Conference Proceedings (View)
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To cite this article:
Vail J., & Chen C. (2025) Reimagining Design Education: Integrating Generative AI Through the Bloom’s Taxonomy for Cognitive Growth in Fashion and Interior Design ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings (pp. 405-417) https://doi.org/10.22492/issn.2435-9467.2025.33
To link to this article: https://doi.org/10.22492/issn.2435-9467.2025.33
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