The impact of artificial intelligence and virtual technologies on the education of graphic and landscape designers

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The impact of artificial intelligence and virtual technologies on the education of graphic and landscape designers

Mohinur Raupova

Received 16.01.2026, Revised 04.05.2026, Accepted 08.06.2026

https://doi.org/10.67524/verus2/1.2026.53

Retrieved from Vol. 2, No. 1, 2026

Pages 53-64

Abstract

The digitalisation of design education has intensified the need for a methodological understanding of the application of artificial intelligence, virtual reality, and augmented reality in the training of graphic and landscape designers. The aim of the study was to determine how digital tools transform the educational and project-based preparation of design students. The research methodology was based on a theoretical and analytical review of scientific publications, professional reports, and industry materials using comparative analysis, systematisation, logical-analytical methods, and theoretical generalisation. The study established that artificial intelligence, virtual reality, and augmented reality perform different functions in designers’ education and are integrated into educational and professionally oriented projects in different ways. Analysis of the sources demonstrated that the use of digital technologies changes the logic of the creative process: project work becomes more iterative, relying on the generation, testing, refinement, and justification of solutions. It was found that the role of the lecturer may shift from assessing only the final product to supporting the design process, analysing digital stages of work, and evaluating the student’s individual contribution. The analysis showed that the training of designers requires the integration of digital tools with fundamental design practices, including hand sketching, conceptual analysis, and contextual validation of solutions. It was substantiated that methodological regulation of the use of artificial intelligence, virtual reality, and augmented reality is necessary to preserve independent design exploration, transparency of authorship, and ethical responsibility in educational projects. The results of the study may be used by lecturers, curriculum developers, and heads of design courses when updating the content of design education, developing learning tasks, and establishing assessment criteria for digital design projects

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Suggested citation
Raupova, M. (2026). The impact of artificial intelligence and virtual technologies on the education of graphic and landscape designers. Educational Innovation & Technology Journal, 2(1), 53-64. https://doi.org/10.67524/verus2/1.2026.53