Background: The integration of Generative AI (GenAI) in education is transforming creative and academic processes. While research has widely examined student perceptions of these tools, a knowledge gap persists regarding the specific dynamics of human-AI collaboration and its tangible effects on student skills. This study addresses this by focusing on how students experience and perceive working with AI as a creative partner rather than a mere tool.

Objective: This research aims to investigate students' experiences and perceptions of collaborating with GenAI on a digital content creation task. We specifically explore the impact of this collaboration on creative problem-solving and creative curiosity, the importance of prompt literacy, and the ethical concerns that arise from this new pedagogical approach.

Methods: We employed a mixed-methods, quasi-experimental design. A cohort of undergraduate students was divided into two groups: one collaborating with GenAI and the other using traditional digital tools for a content creation project. We collected quantitative data through pre- and post-intervention surveys measuring creative problem-solving and curiosity. Qualitative data was gathered via semi-structured interviews to gain a deeper understanding of student experiences and perceptions.

Results: Quantitative results revealed that students in the GenAI group demonstrated a statistically significant improvement in creative problem-solving compared to the control group. Although both groups showed an increase in creative curiosity, the difference was not significant. Qualitative findings highlighted key themes, including students perceiving AI as a valuable brainstorming partner, the emergence of prompt literacy as a critical skill for successful collaboration, and a range of ethical concerns surrounding misuse and content ownership.

Conclusion: The study concludes that intentional human-AI collaboration can significantly enhance students' creative problem-solving abilities. The findings underscore the importance of developing new skills, such as prompt literacy, to navigate these tools effectively. For educational institutions, this research suggests the need to integrate frameworks that not only leverage AI's collaborative potential but also equip students with the ethical awareness and critical thinking skills necessary for the future of creative work.

In the context of large-scale digital transformation, management paradigms are converging across traditionally heterogeneous sectors—information technology (IT) and education. The aim of the study is a comparative analysis of project methodologies, key competencies of managers, and risk profiles in these domains, with the identification of patterns of their divergence and convergence. The methodological basis includes a systematic review of scholarly publications, comparative analysis, and a case study grounded in empirical data on the activities of project managers in both sectors. The results demonstrate that, despite fundamental differences in project objectives and stakeholder configurations, both industries are shifting toward a hybrid management continuum: the IT sector augments the flexibility of Agile approaches with elements of formalized control, whereas education integrates Agile principles to enhance the adaptability of traditional processes, including curriculum development. It is established that competency and risk profiles remain context dependent, requiring managers to apply different proportions of technical, behavioral, and strategic skills. The study concludes in favor of the hypothesis of methodological convergence, driven by common external factors. The material is addressed to the academic community, project leaders, and administrators of educational organizations focused on optimizing the management of complex initiatives in a digital environment.