Artificial intelligence use in screenwriting programmes in US and UK higher education: An exploratory research report

This exploratory report examines how college and university screenwriting programmes in the United States and the United Kingdom are currently responding to the rapid emergence and availability of generative artificial intelligence (AI) tools and the associated challenges and concerns they identify. Based on a survey of 24 US institutions, including eight of the top ten ranked programmes, and six UK institutions, the findings indicate a cautious and uneven integration of AI into curricula, with UK programmes exhibiting comparatively greater openness to experimentation. The findings raise questions about how screenwriting pedagogy can adapt to the technological change and prepare students for an evolving industry while preserving students’ creative voices, respecting ethical authorship, and promoting the traditional principles of effective storytelling. The study offers a preliminary baseline of current practices and challenges, emphasizing the need for ethical frameworks and adaptive educational strategies. It also assists in understanding the evolving relationship between AI and screenwriting education and suggests that future research take into account the perspectives of both screenwriting students and screenwriting professionals.