Abstract
Integrating artificial intelligence (AI) into design education is shaping how urban complexity is approached in academic contexts. This study explores the use of AI-driven Scenarios in supporting urban design proposals within the context of urban dimensions education. It focuses on how students critically engage with AI-generated Scenarios and outputs using structured spatial perspective. The study considers three key urban dimensions—morphological form, social diversity, and perceptual dimension—and is conducted as a single-cycle exploratory teaching experiment involving 40 students enrolled in the Urban Development course at Alexandria University. A series of AI-supported design scenarios is documented to observe how students interact with different prompts to respond to diversity across varied urban contexts The findings indicate examples of how AI-assisted outputs contribute to spatial analysis and form exploration, while also highlighting limitations related to functional integration and social connectivity. Rather than proposing a validated pedagogical model, the study offers contextual insights into the opportunities and constraints of integrating AI tools into urban design education, emphasizing the continued importance of human-centered judgment alongside data-driven generative processes.