Between Independence and Supervision

This study explores the self-formation of doctoral students within contexts of limited supervision, institutional power dynamics, and the growing role of artificial intelligence (AI). Using collaborative ethnography and reflexive thematic analysis, six doctoral students participated. The findings reveal that insufficient supervision, often seen as an institutional gap, can foster reflective autonomy, prompting students to negotiate agency, cultivate intellectual independence, and develop resilience through peer collaboration and AI-assisted practices. The study introduces the concept of AI-mediated reflexive autonomy, describing how academic independence evolves through the interplay of structural constraints, peer solidarity, and digital support. Ultimately, doctoral self-formation is reframed not as an individual endeavor, but as a collective and reflective process that integrates critical thinking, technology, and human connection to navigate the complexities of contemporary academia.