Résumé

The rapid integration of generative artificial intelligence and augmented reality into artistic and educational contexts has intensified debates surrounding creativity, authorship, ethics, and sustainability. While these technologies offer significant potential for innovation in visual arts education, their environmental and ethical implications remain underexplored, particularly at the level of basic education.
This paper examines sustainable digital art practices developed within visual education contexts, focusing on the critical integration of generative art and augmented reality. Grounded in practice-based research and art-based methodologies, the study analyses pedagogical and artistic experiences that promote co-authorship between students and artificial intelligence systems while encouraging critical digital literacy and environmental awareness.
By framing generative and augmented practices as artistic processes rather than merely technological tools, the paper argues for a sustainable and ethically informed approach to digital creativity. It highlights how low-impact digital strategies, reflective use of AI systems, and contextualised augmented narratives can foster meaningful artistic engagement without reinforcing technological dependence or ecological neglect.
The findings contribute to contemporary discussions on media art, digital sustainability, and education, proposing a critical framework for integrating emerging technologies into artistic practice. This approach positions digital art education as a space for ecological awareness, creative responsibility, and reflective authorship within expanded cinematic and media-art practices.