This paper presents a theoretical analysis of the current state and potential trajectories for integrating Artificial Intelligence (AI) into higher beauty education. Through a synthesis of existing literature, policy documents, and educational theory, it examines the conceptual foundations, prevailing logics, and inherent tensions within this emerging interdisciplinary field. The analysis reveals a significant discrepancy between the discourse surrounding technological advancement and its systemic implementation in formal beauty education curricula. While external drivers such as industry digitalization, generative AI tools, and evolving learner profiles advocate for integration, internal curricular structures remain largely anchored in traditional pedagogies. A critical logic gap is identified between the potential of AI as a creative enabler for “beauty creators” and its actual application within educational frameworks. The paper concludes by proposing a conceptual roadmap for bridging this gap, emphasizing the need for pedagogical reconceptualization, competency-based curriculum redesign, educator role transformation, and the establishment of ethical and philosophical guidelines. This theoretical exploration aims to clarify the foundational debates and provide a structured logic for future practical developments in AI-integrated beauty education.
References
[1]
Anantrasirichai, N., & Bull, D. (2022). Artificial Intelligence in the Creative Industries: A Review. ArtificialIntelligenceReview,55, 589-656. https://doi.org/10.1007/s10462-021-10039-7
[2]
Baek, H. Y. (2019). A Study on the Development Plan of the Beauty Industry in the Era of the 4th Industrial Revolution. JournaloftheKoreanSocietyofCosmeticsandBeauty, 9, 455-462.
[3]
Choi, E. S. (2022). Changes in Beauty Education Paradigm Responding to the Digital Transformation Era—Based on Cosmetics and Beauty Industry Trends Analysis. Journal of the Korean Society of Beauty and Art, 28, 675-688.
[4]
Christensen, C. M., Horn, M. B., & Johnson, C. W. (2008). DisruptingClass:HowDisruptiveInnovationWillChangetheWaytheWorldLearns. McGraw-Hill.
[5]
Department for Science, Innovation and Technology (2023). National AI Strategy: 2023 Progress Report. UK Government.
[6]
Garg, M., & Bakshi, A. (2024). Exploring the Impact of Beauty Vloggers’ Credible Attributes, Parasocial Interaction, and Trust on Consumer Purchase Intention in Influencer Marketing. HumanitiesandSocialSciencesCommunications,11, 235-262. https://doi.org/10.1057/s41599-024-02760-9
[7]
Heo, Y. J., & Lee, J. H. (2022). Analysis of the Current Status of Curriculum in Beauty-Related Universities. JournaloftheKoreanSocietyofBeautyandArt, 23, 227-241.
[8]
Jeon, S. J. (2022). A Case Study on Activity-Based Artificial Intelligence Ethics Education for Liberal Arts Education. Journal of Artificial Intelligence Research, 3, 30-39.
[9]
Jo, H. Y., & Oh, S. W. (2024). Analysis of Differences in Digital Learning Competencies and Educational Needs According to University Students’ AI Education Experience. Learner-CenteredCurriculumandInstructionResearch, 24, 15-27.
[10]
Jung, J. H., & Lee, E. J. (2024). Exploring Teachers’ Acceptance Levels and Improvement Plans for AI-Based Teaching and Learning Platforms. Journal of Educational Information and Media, 30, 1659-1687.
[11]
Kang, I. H. (2019). The Fourth Industrial Revolution and the Future of University Education—Focusing on Domestic and International Innovation Cases. JournalofEducationalInnovationResearch, 29, 279-297.
[12]
Kim, B. H. (2024). Applicability and Issues of Generative AI-Based EdTech in Korean Language Education—Focusing on University Korean Teachers’ Perceptions and Characteristics of Generative AI. JournalofGeneralEducationResearch, 18, 291-307.
[13]
Kim, B. R., & Kim, J. W. (2025). Analysis of the Current Status of Education for the Promotion of AI Convergence Education in the Beauty Sector. JournaloftheKoreanSocietyofBeautyandArt, 26, 23-34.
[14]
Kim, H. S., Kim, D. H., Kim, S. E., & Lee, W. J. (2022). Analysis of the Current Status of AI Major Curricula in Domestic Universities Based on Standard AI Curriculum. Journal of the Korea Computer Information Society, 27, 25-31.
[15]
Kim, H.-S., & Park, J.-A. (2023). Analysis of Research Trends in Cosmetology Education Using Text Mining. Journal of the Korean Society of Cosmetology, 29, 582-592. https://doi.org/10.52660/JKSC.2023.29.3.582
[16]
Kim, Y. A., & Ahn, J. H. (2025). A Study on the Use of Generative AI in Video Production—Centered on Actual Project Production Experience. JournalofCommunicationDesignResearch, 90, 547-563.
[17]
Lee, G., Ha, J., & Cha, H. (2024). Analyzing the Needs for Learner Characteristics Diagnosis and Analysis through AI-Based Customized Teaching and Learning. TheJournalofKoreanAssociationofComputerEducation,27, 1-16. https://doi.org/10.32431/kace.2024.27.8.001
[18]
Lee, S. K. (2022). A Case Analysis Study of University Curriculum—Focusing on YouTube Creator Education Curriculum. Journal of the Korea Academia-Industrial Cooperation Society, 23, 247-257.
[19]
Leiker, D., Gyllen, A. R., Eldesouky, I., & Cukurova, M. (2023). Generative AI for Learning: Investigating the Potential of Learning Videos with Synthetic Virtual Instructors. AIED, 1831, 523-529.
[20]
Ministry of Education of the People’s Republic of China (2023). Action Plan for Artificial Intelligence Education in Higher Institutions (2023-2030). Ministry of Education.
[21]
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. TeachersCollegeRecord,108, 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
[22]
Moon, S. Y., & Kim, Y. A. (2024). A Study on the Development of Beauty Convergence Subjects Using Generative AI. Journal of the Korean Society of Beauty and Art, 25, 123-147.
[23]
Pan, L. Y., & Lee, C. T. (2024). How Does Engagement on Social Media Reinforce Life Aesthetic Literacy? The Role of Interpersonal and Intrapersonal Influences. ComputersinHumanBehavior,161, Article 108409. https://doi.org/10.1016/j.chb.2024.108409
[24]
Pugalendhi, R. (2025). Women YouTubers and Digital Entrepreneurs: Exploring Women’s Voices, Visibility, and Ventures on YouTube. ResearchGate. https://www.researchgate.net/publication/398123988
[25]
Runway Research (2023). More Control, Fidelity and Expressibility. https://runwayml.com/research/more-control-fidelity-and-expressibility
[26]
Wei, X. D., Wang, L., Lee, L. K., & Liu, R. X. (2025). The Effects of Generative AI on Collaborative Problem-Solving and Team Creativity Performance in Digital Story Creation: An Experimental Study. InternationalJournalofEducationalTechnologyinHigherEducation,22, 23-45. https://doi.org/10.1186/s41239-025-00526-0
