Creativity in an AI-Driven World: What Do We Fear?

Abstract

As educators and policymakers address the wide-ranging challenges of AI integration into educational frameworks, a compelling dichotomy emerges: does AI act as a catalyst for fostering intellectual growth and academic innovation, or does it present a threat to the creative autonomy of students? This study examines the layered relationship between AI, education, and creativity, focusing on how university students in Morocco utilize AI tools across three key domains: writing mechanics (spelling, grammar, and vocabulary), academic planning and outlining, and creative idea generation. Drawing on a mixed-methods approach, data was collected from 130 university students across a range of higher institutions. The findings indicate that, while students frequently use AI for non-creative tasks such as enhancing writing mechanics and structuring their academic work, they rely much less on AI for generating original or creative ideas. This suggests that concerns about AI suppressing creativity may be overstated. Furthermore, a systematic review of literature published between 2021 and 2024 provides a comprehensive analysis of broader apprehensions regarding AI's role in the humanities. The findings offer critical insights into the opportunities and challenges posed by AI, highlighting the need for careful consideration of its ethical implications, as well as the impact on academic freedom and innovation. Ultimately, this study underscores the importance of striking a balance between embracing AI’s transformative potential and safeguarding creative autonomy in the educational sphere.