Generative Artificial Intelligence and Creativity in K–12 Education: A Systematic Scoping Review

The rapid rise of generative AI (GenAI) presents both opportunities and challenges for fostering creativity in K–12 education. This systematic scoping review analyzes 45 studies (2017–2025) to examine how GenAI is applied in creative learning. We identify four main categories: (1) Creativity Assessment, (2) Human–AI Co-Creativity, (3) Stakeholders’ Perceptions, and (4) Creativity Enhancement. Findings reveal a dominant focus on language-based tasks such as storytelling, with limited attention to auditory, embodied, or spatial creativity. While GenAI tools show potential in supporting idea generation, multimodal expression, and co-creation, most studies lack theoretical grounding and comprehensive assessment methods. Frameworks such as the 4C Model or Evidence-Centered Design are rarely used, and equity concerns—such as access, cultural representation, and student agency—remain underexplored. Although emerging GenAI tools enable personalized feedback and formative assessment, they also raise questions about authorship transparency and ethical use. This review provides a foundation for advancing equitable and responsible integration of GenAI to support creativity in K–12 education. We advocate for ethically grounded, theory-informed, and developmentally appropriate GenAI designs that enhance rather than automate creativity.