Balancing innovation and mentorship in postgraduate supervision through activity theory and artificial intelligence

This study presents a systematic literature review that maps the emerging role of Artificial Intelligence (AI) in postgraduate research supervision. Using Cultural-Historical Activity Theory (CHAT) as an analytical framework, the review synthesises insights from 14 peer-reviewed sources to examine how AI technologies mediate supervisory practices across functional and emancipatory models. The study addresses four objectives: (1) the impact of AI on functional supervision through task automation, (2) its role in fostering collaboration and intellectual autonomy, (3) its ethical implications for academic integrity and power dynamics, and (4) its potential to integrate functional and emancipatory approaches. Findings highlight emerging opportunities for efficiency and self-directed learning, but also reveal critical tensions concerning ethics, relational depth, and epistemic risk. The primary contribution of this review is to synthesise a fragmented field of scholarship and map a research agenda based on these identified contradictions. We conclude that AI's potential to enhance supervision is contingent on its balanced implementation with human mentorship to preserve pedagogical depth. It is crucial to note that these findings represent initial patterns rather than conclusive long-term outcomes. The study thus recommends targeted future research, nuanced institutional policies, and comprehensive training for supervisors to guide the responsible adoption of AI in higher education.