Designing With Generative AI: Towards Technical, Ethical, and Critical Pedagogies in Interaction Design

Abstract

This paper reflects on some developing pedagogical approaches for introducing technical, ethical and critical engagement with generative artificial intelligence (GenAI) in interaction design (IxD) education. As GenAI reshapes creative practice, students must move beyond passive automation toward thoughtful and principled design approaches. Drawing on curriculum development from first year workshops in the Bachelors of Interaction Design at Auckland University of Technology (AUT), the author reflects on AI as a UX design paradigm, tool, and ethical subject. Case studies from workshops include introductions to GenAI and “vibe coding”. In these sessions, first-year students engage with AI tools and methodologies developing foundational AI fluency, and critically examine concepts of authorship, bias in generative systems, and their own ethical positioning. The approaches aim to support lifelong learning and positions design education as a space for process-oriented, socially responsive, and critically engaged practice. This paper reflects on how GenAI can be critically and ethically integrated into first-year interaction design education through reflective and experiential learning. The work also offers practical insights for integrating generative AI into design curricula in ways that are technically rigorous and ethically grounded.