AI-Based Digital Pedagogical Design for Primary School Visual Art Education: Review

Roslita Ramli, Norzuraina Mohd Nor and Azlin Iryani Mohd Noor
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Roslita Ramli: Faculty of Art, Sustainability and Creative Industry, Sultan Idris Education University, 35900 Tanjong Malim, Malaysia
Norzuraina Mohd Nor: Faculty of Art, Sustainability and Creative Industry, Sultan Idris Education University, 35900 Tanjong Malim, Malaysia
Azlin Iryani Mohd Noor: Faculty of Art, Sustainability and Creative Industry, Sultan Idris Education University, 35900 Tanjong Malim, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 9, 4161-4168

Abstract: This review aims to explore and critically examine the role and potential of Artificial Intelligence (AI)-based digital pedagogical design in primary school visual arts education. While the integration of AI in STEM subjects has received extensive scholarly attention, its application within creative fields such as visual arts remains significantly underexplored. This gap raises important questions about the pedagogical value, effectiveness, and ethical implications of using AI to support creativity and aesthetic expression among young learners. Accordingly, this review synthesizes existing literature to provide a foundational understanding for innovation in digital visual arts education. A systematic search was conducted across major academic databases including Scopus, Web of Science, Google Scholar, ERIC, and ScienceDirect, focusing on peer-reviewed sources published between 2020 and 2025. The selected articles specifically addressed AI, digital pedagogical design, visual arts education, and primary-level teaching. Key findings suggest that AI holds the potential to personalize instruction, deliver automated and formative feedback, enhance student engagement, and increase teacher efficiency through adaptive learning systems, algorithm-driven assessment, and immersive technologies such as Augmented Reality (AR) and Virtual Reality (VR). However, the review also identifies several critical limitations, including insufficient digital infrastructure, inadequate teacher training, ethical concerns regarding data privacy, and the risk of eroding the humanistic and emotional dimensions that are central to arts education. Furthermore, the limited availability of robust empirical studies and inconsistencies in research methodologies pose challenges for comprehensive synthesis. This review concludes by emphasizing the urgent need for future approaches that are context-sensitive, ethically responsible, and empirically grounded, to integrate AI into art pedagogy in a way that supports inclusive, aesthetic, and holistic student development.

Date: 2025
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