This study examines how Generative Artificial Intelligence (GenAI) relates to higher education adaptation and academic performance through creativity, using the Substitution–Augmentation–Modification–Redefinition (SAMR) model as an interpretive lens. It argues that practical creativity captures students’ epistemic agency in GenAI-mediated learning more precisely than generic creativity measures.
A quantitative, cross-sectional survey was carried out with higher education students in France and Spain. The proposed model was examined using Partial Least Squares Structural Equation Modeling (PLS-SEM). Academic and social adaptations were assessed using concise self-report indicators, while academic performance was measured through a structured self-reported grade distribution scale.
The results indicate that GenAI use is associated with higher levels of practical creativity and, to a lesser extent, with perceived institutional support for creativity. Practical creativity shows the strongest links to academic and social adaptation as well as to academic performance, whereas perceived organizational support displays weaker or inconsistent relationships. The findings also suggest that assessment practices may condition the effectiveness of GenAI integration.
The study contributes to current debates on GenAI in higher education by extending the SAMR framework to include epistemic agency and practical creativity. It offers insight into how GenAI can support learning outcomes when integrated in ways that encourage, rather than replace, students’ own cognitive engagement.
