Exploring the Application of Generative AI Tools in UI Design Teaching at a Higher Vocational College: A Qualitative Study

Abstract

With the increasing integration of generative artificial intelligence (GenAI) into higher education, GenAI tools have provided new opportunities for teaching and learning in art and design education. However, their application in UI design teaching requires further examination, particularly in higher vocational education, where students are expected to develop both design knowledge and practical skills. Based on constructivist learning theory, this study adopted a qualitative research approach to explore the application of GenAI tools in a UI Design course at a higher vocational college. Data were collected through classroom observations, semi-structured interviews, and focus group discussions. The general inductive approach was employed to analyse participants’ experiences and perceptions. The findings revealed three main themes: knowledge construction and user-centred design with GenAI, teacher guidance and human–AI collaboration, and critical evaluation and reflective design revision. GenAI tools supported students in understanding UI design knowledge, exploring user needs and design alternatives, and evaluating and revising their work. AI-generated content did not always meet user needs, design standards, or interaction requirements. Teachers played an important role in organising learning activities, guiding human–AI collaboration, and providing feedback on students’ design work. Some students also expressed concerns that the convenience of GenAI could reduce their independent thinking during the design process. This study provides qualitative evidence of GenAI-supported UI design teaching in higher vocational education and offers implications for integrating GenAI into design learning activities while maintaining students’ active participation and professional judgement.