The Role of Generative Artificial Intelligence in Enhancing Creativity and Its Impact on University Adaptation and Academic Performance
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| Title: | The Role of Generative Artificial Intelligence in Enhancing Creativity and Its Impact on University Adaptation and Academic Performance |
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| Language: | English |
| Authors: | Adrian Castro-Lopez (ORCID |
| Source: | Education & Training. 2026 68(5):777-799. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Creativity, Academic Achievement, Higher Education, Influences, Adjustment (to Environment), Social Influences, Institutional Evaluation, Social Adjustment, College Students, Foreign Countries, Technology Uses in Education |
| Geographic Terms: | Spain, France |
| DOI: | 10.1108/ET-10-2025-0812 |
| ISSN: | 0040-0912 1758-6127 |
| Abstract: | Purpose: This study examines how Generative Artificial Intelligence (GenAI) relates to higher education adaptation and academic performance through creativity, using the Substitution-Augmentation-Modification-Redefinition (SAMR) model as an interpretive lens. It argues that practical creativity captures students' epistemic agency in GenAI-mediated learning more precisely than generic creativity measures. Design/methodology/approach: A quantitative, cross-sectional survey was carried out with higher education students in France and Spain. The proposed model was examined using Partial Least Squares Structural Equation Modeling (PLS-SEM). Academic and social adaptations were assessed using concise self-report indicators, while academic performance was measured through a structured self-reported grade distribution scale. Findings: The results indicate that GenAI use is associated with higher levels of practical creativity and, to a lesser extent, with perceived institutional support for creativity. Practical creativity shows the strongest links to academic and social adaptation as well as to academic performance, whereas perceived organizational support displays weaker or inconsistent relationships. The findings also suggest that assessment practices may condition the effectiveness of GenAI integration. Originality/value: The study contributes to current debates on GenAI in higher education by extending the SAMR framework to include epistemic agency and practical creativity. It offers insight into how GenAI can support learning outcomes when integrated in ways that encourage, rather than replace, students' own cognitive engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508045 |
| Database: | ERIC |
| Abstract: | Purpose: This study examines how Generative Artificial Intelligence (GenAI) relates to higher education adaptation and academic performance through creativity, using the Substitution-Augmentation-Modification-Redefinition (SAMR) model as an interpretive lens. It argues that practical creativity captures students' epistemic agency in GenAI-mediated learning more precisely than generic creativity measures. Design/methodology/approach: A quantitative, cross-sectional survey was carried out with higher education students in France and Spain. The proposed model was examined using Partial Least Squares Structural Equation Modeling (PLS-SEM). Academic and social adaptations were assessed using concise self-report indicators, while academic performance was measured through a structured self-reported grade distribution scale. Findings: The results indicate that GenAI use is associated with higher levels of practical creativity and, to a lesser extent, with perceived institutional support for creativity. Practical creativity shows the strongest links to academic and social adaptation as well as to academic performance, whereas perceived organizational support displays weaker or inconsistent relationships. The findings also suggest that assessment practices may condition the effectiveness of GenAI integration. Originality/value: The study contributes to current debates on GenAI in higher education by extending the SAMR framework to include epistemic agency and practical creativity. It offers insight into how GenAI can support learning outcomes when integrated in ways that encourage, rather than replace, students' own cognitive engagement. |
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| ISSN: | 0040-0912 1758-6127 |
| DOI: | 10.1108/ET-10-2025-0812 |
