Lost in translation? GenAI promotion and design educators’ preparedness in Hong Kong higher education

Abstract

Generative Artificial Intelligence (GenAI) has rapidly become a strategic priority in higher education, with universities promoting its adoption to enhance innovation, efficiency, and assessment practices. This study explores how design educators in Hong Kong experience institutional GenAI promotion and how these experiences shape their willingness and perceived capability to integrate GenAI into studio teaching and assessment. Utilising the Theory of Planned Behaviour (TPB) as an analytical framework, the research conducted qualitative interviews with fifteen design educators across communication, product, interaction, media, and social design disciplines in Hong Kong higher education. Analysis through TPB constructs was followed by inductive identification of design-specific themes; cross-comparison revealed three integration patterns: enthusiastic but under-supported adopters, compliance-driven integrators, and principled sceptics. These patterns are distinguished by the relative strength and alignment of attitudes, norms, and perceived control. These findings can inform discipline-oriented policy and professional development.