<p>This study examines the transformative role of Artificial Intelligence (AI) in game art higher education, with a focus on its impact on creativity, pedagogy, and ethical considerations. The research is centred on Generation Z students enrolled in the BA (Hons) Animation and Games programme at Arts University Plymouth, a cohort inherently familiar with digital and AI technologies. Utilising a mixed-methods approach, including case studies, surveys, and interviews, the study investigates AI’s potential to enhance artistic workflows, streamline iteration, and support creative ideation while maintaining human agency. The findings reveal that AI functions as a valuable augmentation tool rather than a replacement for human creativity, offering efficiency gains and expanding artistic possibilities. However, concerns regarding originality, authorship, and ethical use persist, necessitating structured integration within educational frameworks. The study advocates for a balanced adoption of AI in creative education, ensuring both innovation and critical engagement with its broader implications.</p>