This paper presents a novel pedagogical approach to integrating artificial intelligence (AI) tools into an undergraduate industrial design (ID) curriculum, aligned with Western Washington University’s BETTER in STEM (Building Educational Theory Through Enacting Reforms in Science, Technology, Engineering, and Math) initiative to foster equity, innovation, and active learning. This paper’s primary author designed and implemented a collaborative, research-driven project in which students explored, categorized, and critically assessed AI tools relevant to ID practice and workflows. Students collaboratively investigated a diverse set of emerging AI tools spanning 3D modeling, concept generation, image rendering, animation, and workflow automation. Given the pace of development and the evolving nature of these tools, there are no universally accepted categories. As a class activity, students worked together to create provisional groupings that reflected their collective understanding of the tools’ functions and potential at that time. Eleven students selected individual tools for in-depth analysis and presentation, and one student prepared a summary of the class discussions and collective findings to present at the end of the quarter.

Each presentation included an overview of the tool, examples of personal experimentation (when possible), current and speculative applications for ID, ethical considerations, and a concluding insights section, followed by a class discussion. These discussions focused on ethical ramifications — such as intellectual property, environmental impact, job displacement, and bias — while also highlighting excitement about AI’s creative potential and critical awareness of its limitations.

Results show students developed greater technical literacy and deeper critical understanding of how AI is reshaping creative processes and professional roles. The project promoted inclusive, active engagement with emerging technologies while fostering ethical and creative resilience, aligning with WWU’s institutional mission. This paper, co-authored by the instructor and a student participant, documents the methods, outcomes, and implications of this pilot project as a replicable, values-aligned model for integrating AI into design education.

Keywords: Active learning, Industrial design education, Artificial intelligence, Collaborative learning, Emerging technologies, Ethical considerations.