Artificial intelligence in interior design education

Technology acceptance and creative agency in a resource-constrained context

Bibliographic Data

ID22165673
AuthorsHani khalil Farran (0000-0002-5166-0047, An-Najah National University), Tharwat Hijjawi (An-Najah National University), Oqab Jabali (0000-0003-1156-6205, An-Najah National University), Abedalkarim Ayyoub (An-Najah National University), Zuheir N Khlaif (0000-0002-7354-7512, An-Najah National University)
Year2026
Volume11
Publication date2026-05-29
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1837890
OpenAlexW7162755572
LanguageIT
References cited18

Introduction Artificial intelligence (AI) is increasingly embedded in art and design education, yet little is known about how students in resource-constrained contexts experience AI as part of interior design studio practice. Drawing on technology acceptance theory (TAM/UTAUT) and a philosophical view of design as hybrid cognition, the study conceptualizes perceived benefits and challenges as key drivers of students' expectations about AI in studio learning. Methods A survey instrument was developed to measure benefits, challenges and future prospects, and its psychometric quality was confirmed (KMO = 0.91; three-factor structure supported by EFA/CFA with good fit indices). The study investigated 246 interior design students at An-Najah National University, Palestine. Results Descriptive analyses showed that students reported positive perceptions of AI's benefits (M = 3.70) and future prospects (M = 3.53), alongside moderate-low concern about challenges (M = 2.55). Hierarchical regression indicated that perceived benefits strongly predict future prospects ( β = 0.72), while challenges have a smaller negative effect ( β = −0.13; Adjusted R 2 = .52). Discussion These findings suggest that anticipated creative enhancement and professional competitiveness, rather than ease-of-use alone, underpin AI acceptance in interior design education. The article discusses implications for studio pedagogy, arguing for curricular strategies that foreground creative agency, critical reflection and ethical awareness when integrating AI into art and design education, particularly in settings marked by economic and infrastructural constraints

Design studio · Interior design · Perception · Studio · AI in Service Interactions · Architecture, Design, and Social History · Design Education and Practice

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