The Promise and Paradox of AI in Doctoral Education

This paper proposes a conceptual model of adaptive artificial intelligence (AI) support for doctoral education that operationalizes supported autonomy across three interconnected dimensions of doctoral student development: cognitive, affective, and social. Each dimension represents a distinct but overlapping area where AI can provide responsive scaffolding while preserving student agency and intellectual ownership. This framework provides a structured approach to understanding how AI tools can enhance rather than diminish doctoral development when thoughtfully integrated into mentorship and supervision structures. Challenges and ethical use are addressed along with implications for doctoral programs. We suggest a balanced use of AI, a clear framework or guidelines for ethical use, and doctoral student supervision (dissertation chair) to reduce feelings of isolation, student attrition, and use of students’ time.