View in EDS

The Role of Generative Artificial Intelligence in Enhancing Creativity and Its Impact on University Adaptation and Academic Performance

Saved in:
Bibliographic Details
Title: The Role of Generative Artificial Intelligence in Enhancing Creativity and Its Impact on University Adaptation and Academic Performance
Language: English
Authors: Adrian Castro-Lopez (ORCID 0000-0001-8905-6251), Mehdi El Ab (ORCID 0000-0003-3630-4260), Antonio Cervero, Víctor Iglesias (ORCID 0000-0001-6366-7193)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1508045
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Role of Generative Artificial Intelligence in Enhancing Creativity and Its Impact on University Adaptation and Academic Performance
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Adrian+Castro-Lopez%22">Adrian Castro-Lopez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8905-6251">0000-0001-8905-6251</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mehdi+El+Ab%22">Mehdi El Ab</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3630-4260">0000-0003-3630-4260</externalLink>)<br /><searchLink fieldCode="AR" term="%22Antonio+Cervero%22">Antonio Cervero</searchLink><br /><searchLink fieldCode="AR" term="%22Víctor+Iglesias%22">Víctor Iglesias</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6366-7193">0000-0001-6366-7193</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+%26+Training%22"><i>Education & Training</i></searchLink>. 2026 68(5):777-799.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Evaluation%22">Institutional Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Adjustment%22">Social Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink><br /><searchLink fieldCode="DE" term="%22France%22">France</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/ET-10-2025-0812
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0040-0912<br />1758-6127
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1508045
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508045
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/ET-10-2025-0812
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 777
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Institutional Evaluation
        Type: general
      – SubjectFull: Social Adjustment
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Spain
        Type: general
      – SubjectFull: France
        Type: general
    Titles:
      – TitleFull: The Role of Generative Artificial Intelligence in Enhancing Creativity and Its Impact on University Adaptation and Academic Performance
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Adrian Castro-Lopez
      – PersonEntity:
          Name:
            NameFull: Mehdi El Ab
      – PersonEntity:
          Name:
            NameFull: Antonio Cervero
      – PersonEntity:
          Name:
            NameFull: Víctor Iglesias
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0040-0912
            – Type: issn-electronic
              Value: 1758-6127
          Numbering:
            – Type: volume
              Value: 68
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Education & Training
              Type: main
ResultId 1