AI-augmented learning in design education: A structural model of critical thinking and creative engagement

Abstract

This study investigates how AI integration and students’ perception of AI influence critical thinking and creativity among undergraduate design students in Ghanaian technical universities. A cross-sectional survey was conducted among 394 students from three institutions. Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed to examine the interrelationships among the variables of this study, with results indicating that AI engagement plays a significant role in fostering both critical thinking and creative performance among students. Likewise, students’ perception and perceived challenges with AI had a notable positive effect on these outcomes. However, the moderating effects of gender and age on the relationship between AI variables and learning outcomes were not supported. These results contribute empirical clarity to an ongoing pedagogical debate: whether AI is a cognitive amplifier or undermines independent reasoning. In the Ghanaian context, where structured AI integration in design curricula remains limited, the findings suggest a compelling need to guide students in leveraging AI responsibly. The study confirms the role of generative AI in augmenting design cognition and calls for curricular frameworks that promote critical reflection alongside technological fluency. The findings have implications for curriculum developers, educators and policymakers aiming to future-proof design education in sub-Saharan Africa and beyond.