Influence of Artificial Intelligence on University Multimedia Education: A Critical Analysis from the Perspective of O.D.S. Nine

Artificial Intelligence is no longer a passing trend in multimedia production: it is the tool that millions of creators use every day to generate images, edit video, compose music or write scripts. But every time we hit “generate” or render a high-quality shot, somewhere in the world a turbine is started or coal is burned to provide that electricity. This paper explores how we, as multimedia teachers, can guide our students to get the most creative potential from AI without unintentionally becoming part of the climate problem. Based on an extensive literature review and six in-depth interviews with teachers and professionals who live with these tools every day, a shared idea emerges: teaching AI only as “magical” and “fast” is no longer enough. We need future creators to also learn to look at the energy consumption bar, to choose green servers whenever possible, and to honestly ask themselves: “Do I really need 200 versions of this shot?”. A practical pedagogical model is presented and validated with experts: Project-Based Learning with mandatory energy auditing. The results show very high agreement (Kendall’s W ≈ 0.91) on its clarity, relevance and ease of implementation.