AI-Enabled Creativity: Effects on Divergent and Convergent Thinking among Higher Education Students

Abstract

This study aimed to analyse the impacts of artificial intelligence (AI) enabled creativity on divergent and convergent thinking among higher education students, focusing on how key factors—cognition, behaviour, interaction, ethics, and emotion—shape creative outcomes. The AI tools integration with academic environments has enhanced how students generate ideas, solve problems, and express originality. However, AI influences on critical cognitive processes and ethical considerations associated with creativity evidence are limited. The research adopts a quantitative approach, surveying a diverse sample of higher education students across various disciplines and institutions. Data were collected using a standardised questionnaire based on a Likert scale, covering variables such as divergence, convergence, metacognition, dependency, risk-taking, feedback, collaboration, transparency, confidence, and implementation. Structural equation modelling (SEM) was used to test the proposed relationships between these constructs. The findings reveal significant positive effects of cognition on emotion and behaviour, and of behaviour on creativity, while ethics and interaction showed complex, partly indirect pathways influencing creative outcomes. The model fit indices confirmed the robustness of the proposed framework, with acceptable values for CMIN/DF, RMSEA, and CFI. The study emphasises the need for educational institutions to design AI-integrated learning environments that promote ethical engagement, emotional well-being, and critical thinking. The results provide actionable insights for curriculum designers, educators, and policymakers seeking to harness AI for fostering student creativity while safeguarding academic integrity.

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