Generative AI Use in an EdD Program

Informal, Independent Student Use and Formalized, Instructor-Directed Use

Authors

DOI:

https://doi.org/10.5195/ie.2025.476

Keywords:

generative AI, research and writing, EdD programs, EdD students, generative AI and writing and research

Abstract

Generative AI has emerged as a tool to assist doctoral students as they conduct academic research and writing. In this study, we explored two ways AI has been used by students in our EdD program—informally and independently and in a more formalized, guided manner. First, we found students have been engaged in self-directed, informal, independent use of AI tools like Grammarly and Wordtune to aid them with writing. Other students used AI to summarize information from research studies and locate research articles. To be competitive, they believed that they needed to learn more about AI and its use. Second, we obtained data for students’ use of AI as they searched for theories to inform their research efforts. They were more confident to try out and utilize AI when instructors introduced it. Results indicated students found this use to be extremely helpful and a necessary tool for students in EdD programs.  

Author Biography

Ray Buss, Arizona State University

Dr. Ray Buss is Associate Professor of Educational Psychology and Educational Research in the Mary Lou Fulton Teachers College at Arizona State University. 

References

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Published

2025-02-07

How to Cite

Buss, R., Markos, A., & Marsh, J. (2025). Generative AI Use in an EdD Program: Informal, Independent Student Use and Formalized, Instructor-Directed Use . Impacting Education: Journal on Transforming Professional Practice, 10(1), 42–48. https://doi.org/10.5195/ie.2025.476

Issue

Vol. 10 No. 1 (2025): The Role of Generative Artificial Intelligence (AI) in Doctoral Research and Writing

Section

Themed-The Role of Generative Artificial Intelligence (AI) in Doctoral Research and Writing

License

Copyright (c) 2025 Ray Buss, Amy Markos, Josephine Marsh

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