Responsible AI for doctoral researchers: Institutional strategies, supervision and skills in UK universities (2024–2025)

This qualitative study explores how artificial intelligence (AI) and digital technologies are reshaping postgraduate researcher (PGR) development and supervision in UK universities. Drawing on comparative case studies from institutions including University College London, Oxford, Cambridge, Manchester, Edinburgh, and King’s College London, the study examines AI-assisted writing and data analysis, digitally mediated supervision, and evolving research practices. The findings show that universities are increasingly integrating AI to support doctoral researchers’ productivity and analytical work, while introducing policies and training to safeguard academic integrity, authorship, and scholarly responsibility. At the same time, concerns emerge around academic identity, ethical AI use, and researcher development. Interpreted through digital literacy, ethical AI, and critical pedagogy perspectives, the study proposes a strategic framework for responsible and inclusive AI integration that positions AI as a support for rather than a substitute for the human scholarly journey. We analysed publicly available institutional AI policies, doctoral school guidance pages, training/workshop webpages, and related press releases (downloaded between October 2024 and January 2025). Cases were selected purposively as research-intensive UK universities with visible doctoral-level AI guidance and/or structured AI-related training.