With the rapid penetration and widespread adoption of generative artificial intelligence (AIGC) as an auxiliary tool in design practice within the textile and apparel industry, AI-assisted design has become an important tool and a future development direction for fashion brand product development. However, in the teaching of fashion design courses in higher education, some students’ dependence on and improper use of AI-assisted tools have led to problems such as fragmented tool application, blurred boundaries of design agency, and inertia in innovative thinking. This paper aims to explore how AIGC technology can be effectively integrated into the teaching practice of the Fashion Brand and Merchandise Planning course. Based on symbiosis theory, it constructs a teaching reform pathway and implementation mechanism for the AI-assisted Fashion Brand and Merchandise Planning course. The study shows that the four-stage symbiotic teaching pathway, comprising market decoding, brand co-construction, merchandise translation, and feedback iteration, can effectively improve students’ integrated competence in brand planning, human-AI collaboration ability, and awareness of reflection and optimization. To a certain extent, it can also mitigate the negative impact of AIGC misuse on students’ original thinking and planning judgment. This study has important theoretical value and practical significance for regulating the methods and boundaries of AIGC use in related courses and for cultivating interdisciplinary fashion design talent.

Cao Yupei. A Study of AIGC-Assisted Teaching Reform Practices in Fashion Design Courses Based on Symbiosis Theory: Taking the Fashion Brand and Product Planning Course as an Example. Frontiers in Art Research (2026), Vol. 8, Issue 3: 37-50. https://doi.org/10.25236/FAR.2026.080306.

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