Abstract
This qualitative study explores master’s and doctoral students’ perspectives and experiences with generative AI in their academic work at a U.S. university. The study aimed to understand how these technologies shape graduate students’ learning processes, as well as their perceptions of ethical concerns and challenges related to AI use. Guided by a phenomenological approach, data were collected through semi-structured interviews and analyzed using reflexive thematic analysis. Five themes emerged, reflecting both the opportunities and tensions associated with AI use. Participants described AI as a helpful tool for tasks such as summarization, brainstorming, and language support, while also recognizing its limitations, including unclear institutional policies, concerns about overreliance, and issues related to privacy and accuracy. Participants emphasized their active role in evaluating AI-generated content and maintaining ownership of their academic work. These findings contribute to ongoing discussions about the role of AI in education and highlight the need for clearer guidance and support for students navigating AI use in academic contexts.