The role of generative artificial intelligence tools in developing chef candidates' creative food plating skills in culinary education

The aim of this study is to examine the impact of Generative Artificial Intelligence (GenAI) tools used in culinary education on the food plating skills of chef candidates and to explore their experiences during this process in depth. A mixed methods research design was adopted, and both quantitative and qualitative data were collected. In the quantitative component, a posttest-only control group quasi-experimental design was utilized. In this context, the food plating performances of the experimental group, who received GenAI-supported plating training, and the control group, who received traditional plating training, were compared. In the qualitative component, a case study design was used to reveal the experiences of the experimental group regarding the GenAI-supported food plating training, and data were collected through semi-structured interviews. The study group consisted of 29 chef candidates enrolled in the Gastronomy and Culinary Arts Department of a foundation university during the 2024–2025 spring semester. Based on the Creativity Test developed by Fields and Bisschoff (2014), participants were homogeneously assigned to the experimental group (n=15) and the control group (n=14) according to their creativity levels. The instructional process lasted for a total of three weeks. During data collection, the Food Plating Evaluation Rubric developed by the researcher was used to assess the food plating skills of all participants, while the Semi-Structured Interview Form, also developed by the researcher, was used to examine the experiences of the experimental group. The scores obtained from the rubric were analyzed using independent samples t-test, and the qualitative data were analyzed through content analysis, supported by direct quotations. The results revealed that the food plating skills of the experimental group, who received GenAI-supported plating training, improved significantly compared to those of the control group. Furthermore, the qualitative findings supported the quantitative data, indicating that participants perceived GenAI tools as enhancing their creative thinking, visual design, and composition development processes. Consequently, it was determined that GenAI technologies can be used as innovative tools in culinary education to develop the technical, design, and creative competencies of chef candidates. This research provides guidance for the development of new instructional practices that integrate GenAI technologies into the teaching of creative and aesthetic food plating skills. The findings of this study may also help improve the aesthetic quality and standardization of food plating practices in the restaurant industry. Future studies are recommended to conduct comparative experimental designs involving different GenAI tools and to evaluate their long-term effects.