Abstract

In the era of artificial intelligence (AI), design education is undergoing significant transformation as the boundary between creative support and academic misconduct becomes increasingly blurred. This study was conducted within the context of a calendar design project undertaken by third-year students majoring in Graphic Design at the Faculty of Fine Arts and Design, Van Lang University, where AI tools are widely used by students. Based on a quantitative survey of 70 students and qualitative interviews with six participants, the study identifies common forms of AI use in both design practice and academic settings, highlights AI’s role as a creative support tool, and examines its potential misuse as well as gaps in the current academic regulatory framework. On that basis, the article proposes assessment models, evaluation criteria, and recommendations for curriculum adjustment in order to foster a transparent, humane, and adaptive design education environment in response to emerging technologies.

Keywords: Academic assessment, academic integrity, artificial intelligence, design education, graphic design.