Abstract:

Generative Design (GD) is no longer just a theoretical concept but is increasingly being applied in industry, which means that both companies and design engineers must adopt new tools. It has been reported that in practice, generative design algorithms have reduced part weight by 10–50%, shortened development time by 30–50%, and lowered manufacturing costs by 6–20%. This makes GD a highly efficient tool — but one that must be used effectively. The adoption of GD represents a shift from Traditional Design Thinking (TDT) toward Generative Design Thinking (GDT), which places greater demands on the education and preparation of engineers and designers. This raises an important question: how can we balance teaching the fundamental physical, mechanical, and design principles while also introducing and training students to use advanced tools such as GD competently?

Furthermore, how can this be achieved within the same duration of study, ensuring that students progress from basic theoretical understanding to the correct application of advanced methods? This challenge also extends to educators, many of whom completed their studies before the widespread use of the internet. A common misconception may arise — that when using tools like artificial intelligence (AI) and GD, fundamental scientific knowledge is no longer necessary, and users can begin designing directly with these tools. However, experience from the introduction of CAE (Computer-Aided Engineering) computational software shows that without a strong theoretical foundation, users are unable to critically assess or correctly interpret results, nor can they make proper use of computational tools.

In our paper, we focus on the implementation of GD into the Mechanical Engineering study program, specifically within the Computer-Aided Manufacturing Technologies curriculum, through a newly planned course such as Mechanics and GD / Design with GD / GD Components / Advanced Design with GD Methods. We present an example of a project-based learning assignment from this course. Project-based learning is a core element of modern didactics — it provides a strong pedagogical framework and supports active, design-oriented learning through hands-on projects. However, it also requires a solid foundation of theoretical knowledge from both the teacher and the student. A crucial step is learning to correctly define input parameters such as loads, boundaries, material properties, and design criteria (e.g., weight minimisation, strength maximisation, manufacturability). The paper presents how variations in these parameters affect the generated geometry, demonstrated through the design of a specific component assembly and also provides suggestions for projects suitable for solving using GD in Creo Parametric GDX and GTO software. Additionally, the paper discusses the possibility of designing lattice and composite material microstructures.

Acknowledgement:
The authors would like to thank the Cultural and Educational Grant Agency of the Ministry of Education, Research, Development and Youth of the Slovak Republic for supporting this research through grant no. 052TUKE-4/2024 and the Slovak Research and Development Agency for supporting this research through grant no. APVV-18-0316.

Keywords:

Generative Design Thinking, Mechanical Engineering Education, Project-Based Learning, Computer-Aided, Components, Microstructures.