This study investigates the cognitive and behavioral dimensions of interior designers in interior design education within hybrid-intelligence environments supported by generative artificial intelligence (AI), and examines how such integration reshapes designers’ roles, perception, and creativity. A descriptive–analytical methodology is adopted to conceptualize generative AI in education and design, cognitive offloading, shifts in learner roles, design cognition, and creativity in AI-supported contexts, drawing on recent literature (Ghimire، 2024); (Cukurova، 2024); (Kasneci et al، 2023); (Wilhelmsen، Haneberg، Sivertsen، Alsos، و Solvoll، 2024); (Oh، 2024); (Risko و Gilbert، 2016) (Farran, Khlaif, Saifi, Hijjawi, & Bani Ismail, 2025) (Brook، Hanley، Campbell Cole، Hayes، و Mutch، 2024)

The theoretical framework is complemented by an applied comparative model of a bedroom design, in which one version is produced using a traditional 3D design tool (Autodesk 3ds Max) and an alternative version is generated by the AI tool Gemini via the nano banana model, while keeping room type, dimensions, openings, and overall style constant. A customized gem is trained within Gemini using constraints on materials, color palette, lighting, and architectural invariants, followed by the formulation of a comprehensive prompt that encodes these requirements. The resulting designs are then analyzed against predefined aesthetic, functional, cognitive–perceptual, and creative criteria, supported by a table and schematic diagram that highlight differences in color harmony, material realism, level of detail, and artistic signature.

Findings indicate that the traditionally produced design outperforms the AI-generated one in executional precision, depth of design development, and clarity of functional relationships, while preserving a distinctive designer’s signature. In contrast, the AI-generated design excels in expanding visual exploration, accelerating the generation of alternatives, and offering bolder treatments of ceilings, wall compositions, and decorative elements, albeit with occasional limitations regarding constructability and contextual coherence.

The analysis further shows that integrating generative AI shifts the designer’s role from a direct producer of form to a strategic decision-maker and system orchestrator, while raising cognitive challenges related to knowledge offloading and potential erosion of autonomy and deep design thinking when overreliance on AI occurs.

The study concludes that hybrid-intelligence environments provide genuine opportunities to enhance creativity and design thinking, provided that a balanced, integrative approach is adopted in which human judgment and aesthetic values remain central, and generative AI is leveraged as a supportive tool for learning and innovation rather than a substitute for human expertise.

Keywords: generative artificial intelligence, hybrid intelligence, interior design education, cognitive dimensions, behavioral dimensions, design cognition, creativity.

Title

مجلة العمارة والفنون والعلوم الانسانية

Publisher

الجمعية العربية للحضارة والفنون الإسلامية

Publisher Country

Egypt

Publication Type

Both (Printed and Online)

Volume

11

Year

2026

Pages

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