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Practices of Teachers in Using Generative Artificial Intelligence (AI) in Scientific Research Advising: Basis for AI Policy Framework

Primary research

#646

T1new
Topic
unassigned (set during synthesis)
First seen
2026-07-23 07:15:51
Last seen
2026-07-23 07:15:51

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  • Semantic Scholar2026-07-23 07:15:18
    Practices of Teachers in Using Generative Artificial Intelligence (AI) in Scientific Research Advising: Basis for AI Policy Framework

    This study investigates practices of faculty members at a state university in Zambales, Philippines regarding the use of generative artificial intelligence (AI) in research advising, with the goal of informing a localized AI policy framework. Using descriptive qualitative design, data were collected through interviews and focus group discussions. The majority of the participants practice using AI tools such as ChatGPT, Grammarly, and Quillbot in research advising. Their common practices include writing and editing, conducting literature reviews, and addressing ethical considerations. Benefits of AI use include time efficiency, improved clarity, and broader access to information. However, challenges such as over-reliance, plagiarism risks, and policy gaps were noted. Teachers addressed these through responsible practices, including paraphrasing, verification, and prompt refinement. Stakeholders stressed the need for institutional policies promoting ethical, transparent, and pedagogically sound AI use. A structured AI policy framework—comprising usage guidelines, declarations, institutional oversight, training, and access provisions—was proposed to support ethical scientific research advising. Higher education leaders are encouraged to adopt the framework, and future research should explore broader institutional contexts to enhance generalizability.