Keywords
digital education
academic integrity
Doctor of Philosophy
third (educational and research) level of higher education
How to Cite
Abstract
The study examines the current state and specific features of integrating artificial intelligence (AI) – based technologies into research activities of prospective PhD in Ukraine. The author’s classification of AI services by their usage permissibility type has been established. The relevance of the research is driven by the rapid development of AI tools, which outpaces regulatory processes in the academic environment and the establishment of transparent mechanisms for declaring the use of such technologies. It is analyzed institutional policies of 25 leading Ukrainian higher educational institutions, revealing a transformational shift formal declarations to practical regulation – from concise principles to more detailed provisions. The empirical basis of the study consisted of a survey of 176 respondents – PhD candidates of the third (educational and research) level of higher education in their 1st to 4th years of study across various educational and research programs. It has been found that 90% respondents systematically integrate AI into their research activities; however, the diversity of services used remains limited, with ChatGPT and Gemini dominating. A significant gap was identified between formal awareness of academic integrity policies (≈70% respondents) and actual practices of declaring AI service usage (≈30%). PhD candidates of the third (educational and research) level of higher education were segmented according to the level of activity and the ethical use of AI technologies into active, moderate and inert groups. The practical value of the study lies in the development of an original classification of AI services according to the permissibility of their use (mandatory, recommended, not recommended and prohibited) at different stages of research. The study substantiates the need to introduce specialized educational modules and non-formal education initiatives to bridge communication gaps and foster ethical AI use at the third (educational and research) level of higher education.
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