Doctoral Students’ Beliefs And Practices About GenAI: A Case Study of One Doctoral Program in Educational Leadership
Keywords:
Doctoral study , generative artificial intelligence, educational researchAbstract
Doctoral study demands advanced skills and competencies; however, students often struggle to develop these skills, leading to a search for resources to support learning (Оliinyk et al., 2024). Generative artificial intelligence (GenAI) has emerged as a widely utilized tool by novice researchers in education (Ringo, 2025), and presents potential benefits, risks, and ethical dilemmas (Kumar & Gunn, 2024). This article will describe doctoral students’ knowledge, use, perceptions, and concerns attitudes about GenAI and associated policies and practices. Findings from a program-wide survey of current and former students are discussed. Recommendations will be provided to address students’ beliefs, competencies, and uses.
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