Doctoral research study by Lindsay O’Neill
My Research in 5 Minutes
How are Doctor of Education students really using AI?
Generative AI tools like ChatGPT play a major role for students in their doctoral education. Yet many institutions are still reacting to AI rather than proactively shaping how it is used.
My research explored how Doctor of Education (EdD) students across Carnegie Project on the Education Doctorate (CPED) institutions are using generative AI, how they make ethical decisions about its use, and how institutional guidance (or the lack of it) shapes their behavior.
This work is designed to help education leaders move beyond fear-based policy toward thoughtful, strategic integration.
What I Found
1. AI plays a variety of roles for students
Students described AI serving as a thought partner, a tutor, and an editor. They also described it as a critical friend, a team member, a sounding board, a colleague, and a fourth committee member. Students turned to AI first for ideas and feedback before turning to a faculty member.
2. Students’ values shape their AI use
Students described the values of ownership and originality, authentic voice and development of expertise as shaping how they turned to AI or refrained from using it. This aligned with their identities as scholarly practitioners enrolled in doctoral programs.
3. Indirect resistance to transparency
Students said they didn’t know when or how to acknowledge their AI use formally. They also said they didn’t have to acknowledge if they used it as they would a tool or person. When combined with their perception of AI use as being stigmatized, these findings can be interpreted as an indirect resistance to transparency.
Overall Takeaway
EdD students’ use of genAI as frontline academic support is reshaping faculty-student relationships.
What This Means for CPED Leaders and Faculty
Institutions cannot afford to ignore generative AI or rely solely on prohibition.
Based on this research, effective institutional responses should:
- Provide clear, operational guidance on AI use and acknowledgment
- Address stigma directly and normalize open conversation
- Teach critical evaluation and AI literacy, not just compliance
- Design mentoring structures that account for AI-mediated support
- Connect AI use to professional identity and ethical practice
The question is not whether students will use AI.
The question is whether institutions will shape that use intentionally.
About the Study
This multi-methods study included:
- A survey of 190 doctoral students across CPED institutions
- Four focus groups
- Analysis grounded in metaliteracy and generative AI literacy frameworks
The goal was to generate actionable insights for policy and practice.
Read the full dissertation on ResearchGate.
Interested in Bringing This Conversation to Your Institution?
I work with schools, universities, and leadership teams to:
- Develop AI policy frameworks
- Design AI literacy elearning and workshops
- Facilitate faculty conversations
- Support ethical integration strategies