This study investigates the role of generative AI visualizations in developing visual thinking and professional competencies among undergraduate students enrolled in the “Digital Design and Visual Communication” program. A total of 381 second-year students participated in the quasi-experimental project. They completed a series of practice-oriented tasks using AI tools such as MidJourney, DALL·E, and Shedevrum. One of the key assignments required students to generate detailed visual representations of “A Professional in Their Field,” prompting them to define the subject’s appearance, environment, and activities. Students created advanced AI prompts and analyzed generated images in terms of accuracy, aesthetics, and symbolic meaning. Results revealed that AI outputs often required revision due to compositional inconsistencies and ethical ambiguities. Through multiple iterations, students demonstrated improved prompt engineering skills, critical reflection, and visual design reasoning. In branding projects, AI-generated drafts became collaborative starting points, stimulating group discussions and iterative refinement, which led to high-quality, contextually appropriate visuals. Challenges included variable digital literacy levels and the need to address representational bias. Overall, the findings suggest that generative AI visualizations, when embedded in carefully structured educational tasks, can effectively support the development of visual literacy, creativity, and professional identity, transforming students into active visual communicators and reflective practitioners.