AI as a creative partner
A PRISMA review of AI’s role in supporting creativity in education
Bibliographic Data
| ID | 22166252 |
|---|---|
| Authors | Alex Urmeneta (Université Côte d'Azur), Margarida Romero (0000-0003-3356-8121, Université Côte d'Azur) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-08-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1602151 |
| OpenAlex | W4413303180 |
| Language | EN |
| Citations received | 3 |
| References cited | 32 |
Creativity is considered an important competency for personal and professional development in the current society. With the integration of artificial intelligence (AI) in education, there is increasing interest in understanding how AI can support the creative process and how its usage in various contexts might affect user agency. Nevertheless, the specific role of AI in the support to the creative process is not clearly identified in the literature. To address this gap, a comprehensive PRISMA review of the existing research explored the different contexts and use cases for AI in support of creativity, identifying 20 articles from the ScienceDirect database after a systematic review of 111 research papers. The 20 selected papers identified 5 primary use cases for AI in support of creativity in educational settings including academic achievement, chatbots, diagnostics and evaluation, and literature reviews and frameworks. Of these use cases, the most common applications of AI tend to occupy a more passive role where it supports brainstorming, creative writing, and adaptive learning systems. In these instances, user agency is considered high as the user is actively leading the process. In situations where AI functions as a co-collaborator, human agency is reduced as AI takes on a more substantial role in the creative process. Domain and context also play a role in how AI is currently supporting creativity in educational settings. Generic domains support divergent thinking while more specific domains may reduce creative possibilities, but provide more structured support in the creative process
Cognitive science · Creativity · Human–computer interaction · Knowledge management · Mathematics education · Cognitive Science and Mapping · Computer Science · Creativity in Education and Neuroscience · Online Learning and Analytics · Psychology · Social Psychology
Modeling the factors influencing technology students’ intentions to use AI-driven virtual simulation apps in technical drafting and design education
Creativity and writing with generative artificial intelligence in the master’s degree in teacher training
A Rubric-Guided Multimodal Approach Using High-Capacity LLMs Provides Psychometrically Sound Creativity Assessment in Learning Games
The Future of Education and Labor
The Creative Mind
How does generative artificial intelligence impact student creativity?
How to properly use the PRISMA Statement
Beyond semantic distance
Artificial intelligence (AI) literacy education in secondary schools
A systematic literature review of game-based learning in Artificial Intelligence education
Artificial intelligence and human behavioral development
ChatGPT improves creative problem-solving performance in university students
The human-AI dyad
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |