Purpose As architectural design education faces profound technological shifts, the integration of generative artificial intelligence (AI) presents unprecedented opportunities for conceptual exploration, yet its synergy with human-centered, meaning-making methodologies requires further investigation. This study examines how generative AI can be integrated with narrative inquiry to enhance creativity and concept development in architectural design education. Design/methodology/approach Implemented in a second-year design studio, the research used a four-stage framework involving artwork interpretation, conceptual visualization, AI prompt development and iterative nonlinear design supported by stage-specific self-evaluation. This structure connects artistic interpretation with conceptual design, enabling students to work through reflective, feedback-driven processes that encourage ongoing refinement of ideas. Findings The combination of narrative thinking and AI-generated imagery improved text-to-image translation, expanded exploratory brainstorming and strengthened adaptive problem-solving. The interaction between students’ narrative concepts and AI outputs fostered co-evolutionary creativity, allowing for deeper conceptual exploration, enhanced spatial reasoning and sustained reflective practice. Originality/value The findings highlight the value of a cyclical, human-centered design pedagogy that contrasts with linear approaches to AI integration. By embedding AI within narrative inquiry, the study shows how students can maintain design agency while leveraging AI-supported visualization and ideation. Overall, the research provides insight into how narrative-driven AI methods can cultivate critical thinking, creative iteration and more reflective learning in architectural design education.
Kang et al. (Wed,) studied this question.
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