Empowering Student Learning in Higher Education with Generative AI Art Applications: A Systematic Review

Abstract

Generative Artificial intelligence (AI) art is increasingly integrated into higher education (HE). While its creative potential has been discussed, its actual pedagogical impact and implications for educational equity remain underexplored. This study conducts a systematic review to evaluate how AI art has been applied in HE settings, what teaching and learning outcomes it supports, and what structural barriers exist in its integration. Using the PRISMA framework, 65 peer-reviewed articles published Scopus and Web of Science. The included studies were synthesized thematically and find that generative AI tools are being used to support ideation, multimodal expression, and interdisciplinary projects. However, barriers such as limited faculty training and unclear evaluation standards may hinder equitable access and long-term integration. This review contributes a conceptual framework for understanding the integration of generative AI art, highlighting opportunities and structural limitations. It offers insights for curriculum designers, educators aiming to support responsible, creative, and inclusive uses of AI in arts education.

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