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Author: Lourdes Bellini
Launched in December 2024, Whisk AI is a free generative AI tool developed by Google that allows users to create images by prompting not only with text, but also with images. According to the developers, “Whisk lets you input images for the subject, one for the scene, and another for the style. Then, you can remix them to create something uniquely your own” (Iljic & Brichtova, 2024).
Whisk AI uses Gemini to automatically generate a detailed caption for each reference image and feeds these captions into Google’s latest image generation model. This process “captures the essence of the picture,” enabling easy remixing of reference materials (Iljic & Brichtova, 2024). As the authors explain, Whisk AI is widely seen as a new type of creative tool, rather than a traditional image editor. It was designed for rapid visual exploration, encouraging experimentation and allowing users to produce multiple creative variations quickly.
Whisk AI website screenshots.
Image generated with Whisk AI using random images from the tool as reference. Prompt: "A dinosaur drinking a beer."
The use of AI-generated images in education offers several advantages. Rubman (2024) argues that learners acquire more knowledge from a combination of words and relevant graphics than from words alone, provided that the visuals align with the instructional goal. Different images can have diverse impacts on learning, and AI image generators support this process by enabling teachers to easily create customized media that enhance understanding.
Rubman (2024) also refers to the Universal Design for Learning (UDL) guidelines (CAST, n.d.), noting that AI-generated images support multiple means of representation. By anchoring new ideas in familiar visual contexts, teachers can help students strengthen memory retrieval and facilitate the transfer of knowledge.
Similarly, Gould (2024) highlights the potential of AI-generated images in the classroom. He suggests that “through the use of AI art generators, students can develop essential skills that will benefit them both inside and outside of the classroom.” These tools enable teachers to transform complex language concepts into visually engaging materials, improving retention and understanding. Moreover, they foster creativity and engagement through visual learning experiences.
Gould (2024) further adds that text-to-image generators can promote critical thinking and problem-solving skills. Students can use creativity and imagination to generate visuals that represent abstract or complex ideas, while refining their ability to adjust and improve the images to achieve specific goals.
Thorburn (2024) contributes additional insights on the benefits of using AI-generated images in educational contexts. First, AI-generated images generally don’t present copyright restrictions, unlike many images found online. Second, generative AI can address the challenge of sourcing visuals directly related to lesson topics by producing an unlimited range of tailored images. Finally, generating images with AI is often less time-consuming than searching for suitable existing media.
Overall, AI image generators can significantly enhance the EFL classroom and other educational settings. Teachers benefit from their speed, flexibility, and creative possibilities, while students can develop higher-order thinking skills such as creativity, analysis, and problem solving when guided through structured and critical use of these tools.
References
CAST. (n.d.). Maximize transfer and generalization. Retrieved on October 28th, 2025, from https://udlguidelines.cast.org/representation/building-knowledge/transfer-generalization/
Google LLC. (n.d.). Whisk – Google Labs. Retrieved on October 28th, 2025, from https://www.whiskailabs.com/
Gould, T. (n.d.). AI art generators and their potential for use in ELA & beyond. Retrieved on October 28th, 2025, from https://www.tedgould.com/blog/aiart
Iljic, T., & Brichtova, N. (2024). Whisk: Visualize and remix ideas using images and AI. Google. Retrieved on October 28th, 2025, from https://blog.google/technology/google-labs/whisk/
Rubman, J. (2024). Supporting learning with AI-generated images: A research-backed guide. Retrieved on October 28th, 2025, from https://mitsloanedtech.mit.edu/2024/03/06/supporting-learning-with-ai-generated-images-a-research-backed-guide/
Thorburn, R. (2024). Creating flashcards and teaching materials with AI image-generators. Hong Kong Teachers of English to Speakers of Other Languages. Retrieved on October 28th, 2025, from https://hongkongtesol.com/blog/creating-flashcards-and-teaching-materials-ai-image-generators
ChatGPT was used to check and correct grammatical and cohesion mistakes. The content and theoretical application remain the author’s own work.
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