This research posits that the release of Version 3.5 of the generative AI program ChatGPT on November 30, 2022, marks a pivotal moment in the evolution of formal education. In grappling with the challenges posed by this technology, educational institutions worldwide find themselves in a dilemma between prohibition and permission, risking reputational harm as generative AI potentially undermines equitable and transparent assessment practices.
Drawing on Christensen’s (2011) theory of disruptive technology, Vygotsky’s (1978) activity theory, and Engeström’s (1987) expansive learning theory, this study situates the effects of generative AI within a historical framework of technological disruption and educational innovation.
Contributing original research findings, the paper argues for the transformative potential of generative AI in design education. Deploying Bloom's (1956) Taxonomy of Learning Objectives, the research introduces a novel pedagogical framework designed to guide educators and learners in the ethical and effective use of generative AI. This framework not only addresses immediate challenges but also fosters a forward-thinking approach to integrating AI into educational practices, while emphasizing the importance of ethical leadership in this new frontier for design education.