This study explores creative experiences and educational needs related to the use of generative artificial intelligence (AI) in fashion design and proposes educational strategies through an AI-based fashion design process framework. A qualitative research design was employed, involving semi-structured in-depth interviews with 10 fashion design educators who had experience using generative AI. Inductive content analysis was performed on the collected data using NVivo, comprising coding, categorization, and theme development. The findings were organized into four major themes: (a) perceptions of AI use in fashion design, (b) functional roles of AI in the creative process, (c) human–AI collaboration and creative agency, and (d) educational needs and ethical considerations. The results showed that generative AI was perceived not as a substitute for human designers but as a supportive tool that could enhance creative thinking, particularly in the ideation and visualization stages. Specifically, AI enabled rapid exploration of diverse design alternatives and reduced psychological pressure in early creative phases. Human–AI collaboration was characterized by a complementary structure in which AI generated visual suggestions but human designers retained the responsibility for aesthetic judgment and final decision-making. Finally, an AI-based fashion design process framework aligned with the Double Diamond model was derived from these findings, providing a conceptual basis for educational strategies in fashion design education.