Silent, Self-Directed Learning: Navigating Anxiety, Integrity, and Taboo in AI Use

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: AI, Writing, and Learner Agency in Educational Contexts

Abstract

This qualitative study explores graduate students' perceptions and experiences with artificial intelligence (AI) tools in academic contexts. Through thematic analysis, the research shows that graduate students' use of AI is shaped by their digital literacy, ethical awareness, and creative autonomy. While AI tools were widely appreciated for increasing efficiency, organizing thoughts, and supporting reflective learning, overreliance, cognitive dependency, and reduced originality are common concerns. The findings indicate more deliberate and analytical use of AI among advanced learners. Graduate students show greater contextual awareness, emphasizing intent, transparency, and motivations that are more specific to their discipline and level. This layered ethical reasoning contributes to recent literature advocating for AI literacy and the need for ethical guidelines and professional training in higher education.

Author

• Merih Ugurel Kamisli, TED University