The rapid integration of generative artificial intelligence (genAI) into design practices marks a transformative shift in the field, presenting a critical juncture for design education. This paper examines the implications of genAI as a transformative technology on the development of future designers, focusing on its potential impact on essential cognitive processes, particularly heteromorphic imagination. We argue that the uncritical adoption of genAI in design education may inadvertently alter the free flow of imaginative thought, which is crucial for innovative and original design solutions. GenAI, while revolutionizing the production of prototypes and visualizations, may influence designers to focus prematurely on concrete outcomes, potentially bypassing the exploratory stage of heteromorphic imagination. This fluid, non-linear phase of ideation is fundamental to the development of diverse, innovative concepts and is intrinsically linked to the phenomenological experience of the creative process. The paper addresses concerns about the potential homogenization of ideas, the impact on cognitive development traditionally fostered through exploratory, experimental, and hands-on learning experiences, and the industry's promotion of AI integration in education despite a lack of established methodologies. We also highlight critical ethical concerns, including the use of machine learning models trained on artists' work without explicit permission, and the substantial carbon footprint associated with AI systems. These ethical considerations add complexity to the educational challenge of integrating genAI responsibly. In response, we propose that design education must evolve to nurture heteromorphic imagination while thoughtfully integrating genAI as a transformative technology. This approach involves developing new pedagogical strategies that emphasize open-ended exploration, embrace ambiguity, and cultivate the unique aspects of human creativity, while also addressing ethical and environmental concerns. By confronting these challenges, we aim to contribute to the development of designers who can harness the transformative power of AI while maintaining the essential human aspects of creative thinking and ethical consideration necessary for innovative and responsible design in the 21st century.

Keywords: Design education, Generative AI, Creativity, Pedagogical strategies, Ideation, Heteromorphic imagination.