“New Canvas” explores whether Generative AI tools, specifically Adobe Firefly, can help undergraduate graphic design students overcome the “blank canvas struggle” during early ideation in design thinking framework. The study examines how Firefly affects idea generation quantity, and time to achieve viable idea, alongside students’ perceptions of Gen-AI’s value in the creative process. Twenty students were randomly assigned to either an experimental group using Adobe Firefly or a control group using traditional methods. Both groups completed a structured design task, with data collected through surveys, observations, and artifact analysis. Findings offer empirical insight into Gen-AI assisted ideation, contributing to current discussions on its role in design education. Results suggest that thoughtful integration of Gen-AI can enhance creative productivity while also presenting new challenges. These insights can help educators develop pedagogical strategies that leverage Gen-AI’s strengths and address its limitations, improving both teaching practices and students’ learning experiences.