<p>In recent times, Artificial Intelligence (AI) has been increasingly adopted in the educational domain. Intelligent learning assistants (ILAs) have emerged as a transformative AI tool enabling autonomous, personalized, and collaborative learning among students and enhancing their learning ability. However, prior research has not examined the impact of ILAs on enhancing student creativity. This research uses self-determination theory (SDT) as a theoretical lens to examine the impact of ILAs-enabled autonomy, competence, and relatedness on student creativity. The empirical analysis of 304 surveys of university students in Saudi Arabia indicates that ILAs-enabled autonomy, competence, and relatedness positively impact students’ creativity. This study enriches the literature by informing the potential of ILAs-enabled autonomy, competence, and relatedness to enhance student creativity. The study contributes to the theory by extending applications of SDT in the AI-based educational domain. The study has important implications for higher education institutions to leverage AI tools (like ILAs) to enhance student creativity. Policymakers can utilize the study findings to promote an enabling environment for effectively utilizing AI tools (like ILAs) in the education sector to increase student creativity. Nonetheless, meticulous implementation of ILAs is essential to prevent inadvertent infringement on student autonomy, competence, or relational engagement.</p>