Practical Exploration of Artificial Intelligence Enabling Secondary Image Design Teaching-Taking Hair Design Course as an Example

  • Ying Qiaomeng Zhejiang Electromechanical Technician College, China
  • Wu Chengrui Zhejiang Institute of Mechanical and Electrical Technician, China
DOI: https://doi.org/10.30560/ier.v8n3p30
Keywords: artificial intelligence, image design, hair design, teaching mode, teaching evaluation, digital transformation

Abstract

The application of artificial intelligence in the field of education is extensive and in-depth, and its influence should not be underestimated. Taking the hairstyling course as an example, this paper explores the application practice of artificial intelligence in image design professional teaching and analyzes the current challenges faced by artificial intelligence in professional teaching. It aims to promote the deep integration of artificial intelligence technology and secondary image design professional teaching, and provide strong support for the digital transformation of image design education.

References

[1] Huang, R. (2024). Artificial intelligence big model integration into education: Conceptual shift, morphological reshaping and key initiatives. People's Forum—Academic Frontier, (14), 23–30.
[2] Ke, Q., Mi, Q., & Bao, T. (2024). Application of generative artificial intelligence in basic education: Opportunities, risks and countermeasures. Modern Education Technology, (9), 5–13.
[3] Liang, Y., & Liu, C. (2018). Current situation analysis, typical characteristics and development trend of artificial intelligence education application. China Electrified Education, (3), 24–30.
[4] Wu, M., Guo, Q., Wu, L., et al. (2023). Intelligent technology empowered education evaluation reform. Open Education Research, (4), 4–10.
[5] Wang, Y., & Gu, J. (2022). Intelligent vocational education: A new way forward for the development of vocational education in the age of artificial intelligence. Modern Distance Education, (1), 83–90.
Published
2025-05-24
Issue
Vol 8 No 3 (2025)
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).