Haotian Xu, Zhiyue Zhang, Shaohua Jiang

Shaohua Jiang

March 31, 2026

AIGC, Visual communication design, Algorithmic anxiety, High-intelligence generative learning, Liao Dynasty culture, Educational paradigm.

Objective: This paper aims to explore the ontological crisis and ethical dilemmas faced by visual communication design education in the context of the explosive growth of generative artificial intelligence (AIGC) technology, and to seek an empirical path for the transformation of educational paradigms. Method: The article employs the theories of "general organology" and "high consciousness learning" from the field of technology philosophy, combined with a systems thinking perspective, to conduct a critical examination of the deprivation of design skills, the loss of subjectivity, and the ethical risks in education caused by AIGC. At the same time, it conducts a comparative empirical analysis based on the course practice of "Digital Narrative Design of Liao Dynasty Chicken Crown Vessels". Result: The research finds that AIGC not only brings about an exponential increase in the efficiency of image production, but also triggers deep-seated "algorithm anxiety" and "knowledge proletarianization". The traditional teaching model centered on "technique training" has become ineffective. Empirical data shows that after the introduction of the AIGC workflow, the breadth of creative divergence has increased by approximately 300%, while students' frustration with detail control has also significantly increased. The identity of designers is undergoing an ontological shift from "creators" to "curators" and "algorithm collaborators". Conclusion: Visual communication design education must undergo a paradigm revolution from a "skill-based" approach to "high consciousness generative learning". By establishing a new curriculum system that includes prompt engineering, LoRA model training, systems thinking training, and ethical review, the educational value of "technological humanism" can be established to reshape the dignity and responsibility of design subjects in the intelligent era.

© 2026, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license