Fabrizio Lo Presti

Creativity is recognized as a multifaceted competence that can be nurtured within educational contexts, yet traditional pedagogies often fail to foster its potential. Concurrently, the rapid evolution of generative artificial intelligence (genAI) is reshaping conceptions of creative agency, positioning AI as a collaborative partner rather than a mere tool. This systematic review examines 27 empirical and theoretical studies on generative AI tools and closely related AI-mediated creative-support systems in their early adoption phase (January 2022–March 2024) aimed at enhancing creativity in educational and professional settings, with a focus on art and design educational contexts. Findings indicate that while AI tools show promise in boosting short-term creativity dimensions like fluency and originality, the field remains methodologically fragmented. The empirical studies mostly rely on short-term interventions, small samples, and individual-centric measures, missing the dialogic complexity of human–AI collaboration. Based on these gaps, this study proposes a theoretically grounded research agenda. The agenda consists of three theoretically informed propositions for future investigation: Interaction as a transversal unit of analysis across the 4P framework; creative agency as a dynamic continuum regulating initiative, control, and responsibility; and process-oriented assessment capable of supporting metacognitive reflection during human–AI co-creation. Finally, this work presents a reflection on post-2024 AI developments, underlining how such developments increase the relevance of the proposed research agenda.