Negotiating Human–AI Co-Creativity in Higher Art Education Through a Posthuman Pedagogical Perspective

Abstract

This study aims to examine human–AI co-creativity in art education as a relational practice emerging through processes of exploration and creative decision-making. The study employed an Educational Design Inquiry approach, encompassing needs and phenomenon analysis through a Systematic Literature Review, the development of a learning design as a Pedagogical Proposition, and an Enactment phase implemented in a digital illustration learning context involving 30 Art Education students. Data were analyzed interpretively using posthuman pedagogy as the primary theoretical lens. The findings reveal that human–AI co-creativity in art education constitutes a relational pedagogical practice that extends beyond instructional approaches and product-oriented assessment, as AI mediates creative possibilities that influence students’ interpretations and artistic decision-making. Through the learning design framed as a Pedagogical Proposition, the practices of Interaction & Creation, Negotiation Space, and process-oriented Pedagogical Goals enabled human–AI co-creativity to be experienced reflectively through dialogue, iteration, and situated negotiation among students, AI, and the learning context, with educators functioning as mediating agents. These findings affirm posthuman pedagogy in the enactment of human–AI co-creativity as an entanglement of human and non-human agency, relational creativity, and negotiated pedagogical design within AI-based art learning. In conclusion, posthuman pedagogy provides a relevant conceptual framework for designing AI-based art education that is reflective, relational, and oriented toward the negotiation of human–non-human agency.