Speaker
Description
The rapid emergence of artificial intelligence (AI) has strongly impacted various fields, including education, reshaping how students and educators approach knowledge creation and application in urban planning. In planning education, AI is increasingly being integrated into student work, from writing assignments to the visualization of future-oriented studio projects. While this presents vast opportunities, it also introduces critical challenges that educators must address proactively.
Instead of enforcing restrictive rules against AI use, educators could think of adopting open communication with students, encouraging them to critically evaluate the knowledge and outputs generated by AI tools. Teaching students how to identify biases, inaccuracies and limitations in AI-generated content equips them with the ability to use AI as a supportive resource rather than a sole authority. However, prevalent reliance on AI for tasks like writing poses the risk of diminishing essential skills such as literature reviewing, critical reasoning and effective communication. Moreover, the use of AI in visualization and depiction tools for studio projects has transformed how students convey their visions for future spaces in between scales. While these tools comparatively simplify the process of conveying ideas, educators must remain cautious about understanding the capabilities and limitations of such technologies. Lecturers play a fundamental role in guiding students to control these tools in ways that enhance creativity and critical thinking, ensuring that AI complements rather than replaces the intellectual consistency of planning processes.
| Keywords | AI in Education; Planning Education; Critical Thinking; AI Visualization |
|---|---|
| Best Congress Paper Award | No |
