La Inteligencia Artificial como despegue motivacional y creativo en la Educación Artística Superior de España

This research focuses on the integration of artificial intelligence (AI) in higher artistic education

in Spain, with the aim of demonstrating that, far from being a threat, AI can become a creative

and motivational engine in the educational field through a critical-interpretative analysis. The

thesis begins by analyzing the history of disruptive technologies and their impact on art, using

the Hegel’s spiral metaphor as a philosophical framework to understand how tensions created

by new technologies are overcome and transformed into new ways of art expression. Next, the

thesis examines how active methodologies are crucial for facilitating the integration of AI in the

classroom through an active, collaborative, and reflective learning approach, thereby

stimulating students creativity and critical thinking. The role of the teacher is emphasized as

that of a facilitator and mediator, guiding students in the use of technology to foster their

protagonism in the learning process. In the current context, marked by student disengagement,

exacerbated by the COVID-19 pandemic, this study proposes that a proper use of AI,

combined with active methodologies and an innovative attitude by institutions and teachers,

can revitalize university students interest and involvement in learning, specifically in the design

and art fields. The study concludes that the reflective integration of AI in higher artistic

education, far from replacing human creativity, is fully capable of enhancing it, opening new

possibilities in the design and art teaching.

Keywords: Artificial intelligence, higher artistic education, student disengagement,

Hegel, Tanizaki, Art Nouveau, artistic vanguards, active methodologies, pedagogical

innovation, creativity.