Abstract
The rise of Artificial Intelligence (AI) has drawn widespread attention for its increasing applicability across various sectors, including academia, with its underlying ethical and creative concerns when utilizing AI-enhanced resources and outputs. Simultaneously, the rise and grounding of digital activism has grown, including the emergence of “artivists” who are confronted with AI development and employing its likability of usage, including social media. With this, narratives of discontinuities come into place (Parmar, 2023) which questions the academic preferences of AI usage. Several studies, on the other hand, continue to acknowledge the value of integrating AI art into education that enhances creative competencies, enhances human efforts, and promotes impactful protest while maintaining academic integrity (Fathoni, 2023) and maximizing more digitally creative avenues (Petrick, 2024; Lee et at. Al., 2025). This study, using quantitative analysis through the data gathered, intends to capture the relationship between exposure to AI-generated protest art and the likelihood of art students sustaining digital activism. This study systematically selects respondents among La Salle Arts students, who are academically exposed to digital arts, early forms of digital engagement and activism, and who are frequently using AI-assisted resources to be the respondents to the study. Using a quantitative analysis and supplemented by descriptive data, it intends to measure the ways of arts students to 1) engage in digital activism in the provision of new tools for creative expression including the use of AI and 2) navigate the challenges and sustain their digital activism efforts.
Presenters
Kevin John MaddelaFaculty, Humanities and Social Sciences, De La Salle University, Abra, Philippines
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ARTIFICIAL INTELLIGENCE, DIGITAL ACTIVISM, PROTEST ART, EDUCATION, SUSTAINABILITY
