Generative AI Tools in Education: A Qualitative Study with PhD Students on Practices, Ethics and Academic Impact

Abstract

This article aims to explore the use of Artificial Intelligence (AI) tools by doctoral students, focusing on how these tools are used, their benefits and challenges. The qualitative research adopted a case study approach, using a focus group for data collection. Initially, the theoretical framework supporting the research questions is presented: how do higher education students use generative Artificial Intelligence tools? And what are their perceptions of their use in an academic context? Then the methodology, where the strategies and techniques selected to investigate the problem are presented and justified, describing their application. Subsequently, the results of the application of data collection techniques are presented. Finally, the conclusions emerge, which systematize the discoveries made and point out the limitations of the study, highlighting possible future investigations of interest resulting from existing and detected gaps. Students recognize that AI tools increase productivity and optimize study time, but express ethical concerns such as plagiarism and addiction. There is a widespread perception of the need for greater regulation and literacy in AI, to ensure the ethical and effective use of these technologies in the academic context. Training in AI is seen as fundamental to maximizing the benefits and mitigating the risks associated with the use of these tools.