Artificial intelligence as a reflexive collaborator in graduate studies supervision
Transformation in Higher Education
| Field | Value | |
| Title | Artificial intelligence as a reflexive collaborator in graduate studies supervision | |
| Creator | Brown, Anthony Rossouw, Jane | |
| Description | The incorporation of generative artificial intelligence (AI) in doctoral supervision signifies a transformative evolution in higher education. This has been significant, particularly within intricate and emotionally complex research such as sexuality studies. This reflective, collaborative autoethnographic study investigates the experiences of a doctoral student and her supervisor. They explored AI generative tools to enhance research processes, quality of supervision and intellectual inquiry. Anchored in Kolb’s Experiential Learning Theory and reconceptualised through an augmented experiential learning framework, the study elucidates how AI tools like ChatGPT encourage critical thinking. These tools were also used to foster methodological innovation and facilitate ethical reflexivity. Through iterative engagements, AI supported the formulation of sophisticated research questions and bolstered academic writing. It also aided emotional resilience in traversing heteronormative and interdisciplinary landscapes. The study highlights the evolving role of supervisors, not as gatekeepers but as collaborators in AI-informed learning. Significant emphasis was placed on prompt engineering, scholarly scrutiny and academic integrity. Ethical guidelines and rigorous documentation practices ensured a responsible AI application without sacrificing originality.Contribution: The findings reveal that AI-augmented supervision promotes deeper theoretical engagement and enhances self-directed learning. It also introduces new pedagogical possibilities for complex research endeavours. Nonetheless, the study also underscores the challenges of bias, overreliance and contextual insensitivity inherent in AI outputs. By suggesting actionable strategies for ethical integration, this paper contributes to emerging global discussions on AI in higher education. It presents a framework for inclusive, transformative and contextually aware supervision practices. | |
| Publisher | AOSIS | |
| Date | 2026-02-07 | |
| Identifier | 10.4102/the.v11i0.657 | |
| Source | Transformation in Higher Education; Vol 11 (2026); 8 pages 2519-5638 2415-0991 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://thejournal.org.za/index.php/thejournal/article/view/657/1122
https://thejournal.org.za/index.php/thejournal/article/view/657/1123
https://thejournal.org.za/index.php/thejournal/article/view/657/1124
https://thejournal.org.za/index.php/thejournal/article/view/657/1125
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