Abstract

This thesis examines the impact of Generative Artificial Intelligence (GenAI) on creative media education, with a focus on student work, teaching practices, and regulations in the classroom. As GenAI tools become increasingly present in universities and schools, creative disciplines, where the creative process is central, face challenges that must be tackled and studied.

This study investigates two research questions: (1) how GenAI affects student work in creative media fields, and (2) what solutions and regulatory paths are envisioned by media scholars, students, creators, and professionals for the responsible integration of GenAI in education. To address these questions, the thesis adopts a mixed-methods approach combining a large-scale survey with semi-structured interviews involving students, instructors, and communication professionals working in creative media. The survey identifies key trends, tensions, and divergences in perceptions across stakeholder groups, while the interviews allow participants to expand on their experiences and propose concrete responses to the challenges identified.

The findings highlight recurring concerns related to authorship, originality, assessment, creative labor, and the role of GenAI in shaping learning outcomes. Rather than promoting either outright rejection or uncritical acceptance of GenAI tools, this research emphasizes the need for nuanced, context-sensitive approaches. The thesis concludes by proposing actionable and scalable solutions aimed at fostering ethical, transparent, and purposeful uses of GenAI in creative education, positioning academic institutions as key actors for shaping responsible AI practices applicable both within and beyond the classroom.

This abstract was partially generated using ChatGPT-5.2. The prompt was: “write an abstract with this info,” followed by a copy of my introduction and my thesis structure. The generated text was then manually reviewed and edited.