Artificial intelligence, scholastic development, and academic proficiency of graduate students in Memorial University, Newfoundland and Labrador

This study investigated how artificial intelligence (AI) enhances scholastic development of graduate students at Memorial University; examined the perceptions of graduate students towards the use of AI in enhancing their academic proficiency; and examined the challenges and benefits of AI in the university setting. The study employed a phenomenological research approach and qualitative methods, utilizing interviews with 15 participants from Memorial University, Newfoundland (five academic staff, five non-academic staff, and five graduate students). Data were analyzed using the thematic analysis method to analyze qualitative data to ensure adequate presentation. Based on the participants' positions, the study concluded that AI tools have enhanced the scholastic development of graduate students at Memorial University in many areas of their studies. Also, graduate students perceived that the advantages of using AI outweigh the disadvantages because the tools help them to be efficient and productive. Nevertheless, if artificial intelligence is not carefully regulated and integrated into educational systems with clear guidelines, there is a significant risk that students may become overly dependent on it. AI tools have all-around benefits in university settings. Graduate students make use of the tools to enhance their productivity. Academic staff members employ AI tools to enhance their teaching methods, research endeavors, and student support services. Similarly, non-academic staff leverage these tools to optimize their operational tasks within the system. However, excessive dependence on AI tools may undermine graduate students' critical thinking abilities, potentially contributing to higher instances of cheating and academic misconduct.