Nineteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

This paper examines how generative artificial intelligence (GenAI) can act as a catalyst for students’ creative development across educational contexts. Building on a systematic synthesis of eighteen empirical interventions (2015–2025), the study explores how tools such as ChatGPT, Midjourney, and DALL·E have been pedagogically integrated to foster creativity in language, arts, and design learning. Results show consistent enhancement in originality, flexibility, and elaboration, with more heterogeneous outcomes in fluency and quality. Rather than replacing human creativity, GenAI supported iterative thinking, reflection, and expressive experimentation, particularly in creative writing and storytelling tasks. The findings highlight the importance of guided prompting, critical feedback, and teacher mediation in maximizing creative outcomes and avoiding homogenized productions. This work offers a comprehensive view of how GenAI can enrich creative learning when embedded within structured, scaffolded, and ethically informed pedagogical designs—contributing to ongoing discussions on innovation and responsible AI use in education.