The integration of intelligent computational systems into design education is reshaping how students approach problem-solving and develop critical thinking. This study investigates how first-year university students engage with these technologies in digital design modules that emphasise interactive and human-centered development. Using a practice-based learning approach, the research adopts a mixed-methods design to explore students’ experiences with intelligent tools in their design work. Quantitative data were collected through Likert-scale questions assessing ease of use, perceived usefulness, and impact on creativity and workflow. Qualitative insights were gathered via open-ended survey responses, allowing students to articulate their perspectives, concerns, and ethical reflections. The survey was structured around key theoretical frameworks, including technology acceptance, creative cognition, digital literacy, and ethical considerations in intelligent systems. Thematic analysis and statistical methods, including ANOVA, were used to interpret the data. Findings highlight the growing importance of students’ ability to critically evaluate and integrate machine-generated content into human-centered design processes. The study also emphasises the role of educators in fostering collaborative mindsets that balance computational capabilities with human creativity. These insights inform curriculum development strategies aimed at preparing students for the evolving landscape of digital design and propose ways to embed intelligent tools into educational contexts to support innovation and reflective practice. The study also reflects the shift from graphic to digital design education, applying diverse classroom methodologies to support students’ adaptation to emerging technologies and evolving design paradigms.
Maria Rita Nogueira (Sun,) studied this question.