Designing Futures: Assessing Futures Consciousness and AI Readiness in African Design Education

Cilliers, Ryn and Barnesa, Veronica (2024) Designing Futures: Assessing Futures Consciousness and AI Readiness in African Design Education. In: P/References of Design. Cumulus conference proceedings series, 1 . Cumulus Association, Moholy-Nagy University of Art and Design Budapest, Budapest, pp. 543-560. ISBN 978-952-7549-03-5

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Abstract

The COVID-19 pandemic has underscored the necessity for adaptable and innovative curricula in design education, particularly emphasising the integration of futures thinking to adeptly navigate the complexities of the modern era. This research, grounded in the South African design education landscape, investigates the confluence of futures consciousness and attitudes towards generative artificial intelligence (AI) among South African design educators. By leveraging the Futures Consciousness Scale and an adapted AI Attitudes scale, the study evaluates educators' preparedness to incorporate AI into their pedagogical practices, ensuring a balance between technological progression, cultural pertinence, and ethical considerations. Our findings reveal a nuanced understanding among educators of the complex systems shaping our world, coupled with a balanced anticipation of future possibilities. Notably, a statistically significant correlation was identified between educators' time perception and their positive attitudes towards AI, suggesting that a temporal understanding of past, present, and future influences receptiveness to AI in educational contexts. Despite the overall positive inclination towards AI as a driver for creativity and innovation, this enthusiasm is moderated by pronounced ethical concerns and a commitment to preserving cultural authenticity in design practices. This investigation enriches the dialogue surrounding the amalgamation of futures literacy and AI in design education, advocating for a curriculum that nurtures a forward-thinking mindset while sensitively navigating the socio-cultural nuances of the South African milieu. The insights garnered highlight the pivotal role of educator preparation in traversing the evolving design education landscape, advocating for the responsible harnessing of AI to cultivate an educational ecosystem that is both future-oriented and deeply rooted in cultural integrity.

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