Introduction: 

Artificial intelligence (AI) is increasingly embedded in art and design education, yet little is known about how students in resource-constrained contexts experience AI as part of interior design studio practice. Drawing on technology acceptance theory (TAM/UTAUT) and a philosophical view of design as hybrid cognition, the study conceptualizes perceived benefits and challenges as key drivers of students' expectations about AI in studio learning.

Methods: 

A survey instrument was developed to measure benefits, challenges and future prospects, and its psychometric quality was confirmed (KMO = 0.91; three-factor structure supported by EFA/CFA with good fit indices). The study investigated 246 interior design students at An-Najah National University, Palestine.

Results: 

Descriptive analyses showed that students reported positive perceptions of AI's benefits (M = 3.70) and future prospects (M = 3.53), alongside moderate-low concern about challenges (M = 2.55). Hierarchical regression indicated that perceived benefits strongly predict future prospects (β = 0.72), while challenges have a smaller negative effect (β = −0.13; Adjusted R² = .52).

Discussion: 

These findings suggest that anticipated creative enhancement and professional competitiveness, rather than ease-of-use alone, underpin AI acceptance in interior design education. The article discusses implications for studio pedagogy, arguing for curricular strategies that foreground creative agency, critical reflection and ethical awareness when integrating AI into art and design education, particularly in settings marked by economic and infrastructural constraints.

العنوان

Frontiers in Education

الناشر

Frontiers

بلد الناشر

سويسرا

Indexing

Scopus

معامل التأثير

1,9

نوع المنشور

إلكتروني فقط

المجلد

11

السنة

2026

الصفحات

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