Design and Teaching Strategies for Artificial Intelligence Convergence Education to Protect Creative Autonomy: Focusing on the Middle School Art Class

Objectives This study has developed teaching strategies that instructors can use to design and implement artificial intelligence convergence education utilizing generative artificial intelligence for image creation. The derived lesson designs and teaching strategies suggest a limited use of artificial intelligence to ensure that learners using generative AI do not lose their creative autonomy. Methods Through a review of prior literature, an initial checklist for class design and a teaching strategy were developed. Subsequently, two rounds of internal validation were conducted with four experts. A creative class utilizing image-generating artificial intelligence was then implemented for 100 first-year middle school students in Seoul. The effectiveness of this approach was evaluated through pre- and post-tests of artificial intelligence literacy and interviews with the learners. Results Ultimately, 10 items for the class design checklist and 51 items for the teaching strategy were developed. The class design checklist included steps for ‘checking the usage environment’, ‘evaluating the class content’, and ‘assessing expertise’. The teaching strategy was structured into stages of ‘class preparation’, ‘understanding image-generating artificial intelligence’, ‘creative problem-solving’, and ‘class arrangement’. As a result of implementing these creative classes with image-generating artificial intelligence, there was a significant improvement in the students’ artificial intelligence literacy. Furthermore, both instructors and learners highlighted several benefits of these classes, such as the integration of artificial intelligence with various subjects, the enhancement of divergent thinking, firsthand experience with artificial intelligence principles and applications, opportunities for collaboration and discussion, and a strengthened understanding of copyright and ethical considerations. Conclusions The instructional class design checklist and teaching strategy developed in this study serve as cross-curricular guidelines applicable to various subjects that involve image creation, including Korean language, history, and art. Designing artificial intelligence convergence lessons with a focus on protecting learner’s creative autonomy can enable them to grasp the entire creative process and its inherent value. This approach goes beyond mere technical use, empowering learners to enhance their own creative expressions.