Developing postgraduate students’ competencies in generative artificial intelligence for ethical integration into academic practices: a participatory action research

Abstract

Generative artificial intelligence (GenAI) has been integrated into everyday life, including education. Educational institutions cannot prevent their members from using this technology; however, they can develop awareness and competencies to apply GenAI ethically. This study aims to develop postgraduate students’ competencies in GenAI so that they can integrate it ethically into their academic practices. Employing a qualitative participatory action research (PAR) approach and drawing on Kolb’s Experiential Learning Theory (ELT), data were collected through focus groups, interviews, observations, student-generated materials, Telegram communications, and symposium data. Thematic analysis revealed that students developed several competencies that can be categorised into four key themes: technical and AI literacy, ethical and legal, critical thinking and analytical, and lifelong learning and interpersonal. The findings also showed how the PAR approach developed the students’ GenAI competencies. The discussion emphasises the importance of developing these competencies. Finally, implications and recommendations are provided to inform future higher education practices and research.