This research focuses on the integration of artificial intelligence (AI) in higher artistic education in Spain, with the aim of demonstrating that, far from being a threat, AI can become a creative and motivational engine in the educational field through a critical-interpretative analysis. The thesis begins by analyzing the history of disruptive technologies and their impact on art, using the Hegel’s spiral metaphor as a philosophical framework to understand how tensions created by new technologies are overcome and transformed into new ways of art expression. Next, the thesis examines how active methodologies are crucial for facilitating the integration of AI in the classroom through an active, collaborative, and reflective learning approach, thereby stimulating students creativity and critical thinking. The role of the teacher is emphasized as that of a facilitator and mediator, guiding students in the use of technology to foster their protagonism in the learning process. In the current context, marked by student disengagement, exacerbated by the COVID-19 pandemic, this study proposes that a proper use of AI, combined with active methodologies and an innovative attitude by institutions and teachers, can revitalize university students interest and involvement in learning, specifically in the design and art fields. The study concludes that the reflective integration of AI in higher artistic education, far from replacing human creativity, is fully capable of enhancing it, opening new possibilities in the design and art teaching. Keywords: Artificial intelligence, higher artistic education, student disengagement, Hegel, Tanizaki, Art Nouveau, artistic vanguards, active methodologies, pedagogical innovation, creativity.