Abstract

Artificial intelligence (AI) is influencing creative work, negotiating not only how artists create but also how they understand their own identity as creators. This study examines how art high school students navigate AI’s role in their creative processes, using identity formation theory as a framework. While existing research primarily focuses on AI’s technical benefits, such as efficiency and productivity, there has been little exploration of how AI alters young creators’ self-concept and autonomy. This study investigates whether students perceive AI as a mere tool, a collaborator, or a potential threat to their creative identity. It also explores how AI’s increasing presence affects students’ confidence in their originality, their sense of authorship, and their ethical concerns about AI-generated content, particularly regarding copyright and creative ownership. The findings reveal that students have mixed views on AI: some embrace it as a source of inspiration and efficiency, while others express discomfort about its potential to undermine human creativity. These results highlight the need for AI education that extends beyond technical training to include discussions on ethics, authorship, and career adaptability in an AI-driven creative industry. By understanding how students construct their creative identities in relation to AI, educators and policymakers can better support them in navigating an evolving digital landscape.