Abstract
Abstract
The aim of this article is to identify the pedagogical conditions under which the integration of artificial intelligence tools into graphic design courses contributes to the optimization of student learning and the development of digital creativity. The study was conducted as a quasi-experiment incorporating observations, surveys and expert evaluation of educational projects. The sample included 64 second- and third-year students enrolled in graphic design courses. Participants were divided into a control group and an experimental group. The control group completed tasks using traditional digital tools, while the experimental group also used ChatGPT and Adobe Firefly. The results showed that the use of AI was associated with reduction in the average project completion time from 11.8 to 8.9 hours, an increase in the number of conceptually distinct variants from 2.4 to 4.7 and an increase in the number of iterations from 3.1 to 4.5. Expert evaluations also revealed higher scores for originality, visual integrity, functional appropriateness and suitability for digital brand communication. Also, the positive impact of AI is not automatic, since it depends on the quality of the instructional design, the clarity of learning objectives and student’s ability to critically evaluate and improve variants. The practical significance of this research lies in the possibility of updating graphic design courses, strengthening assignments for digital visual communication and adapting some student projects to SMM and brand promotion on social media.