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The Impact of GenAI on Epistemic Construction, Friction and Regulation: Doctoral Researchers' Duoethnography

Year: 2025

Type: article

Abstract: ABSTRACT This study focuses on the process by which doctoral researchers construct epistemic sovereignty and control in AI‐assisted writing. This study employs a duoethnographic approach to analyse the reflective dialogues of two multidisciplinary doctoral researchers. It examines their use of ChatGPT and DeepSeek for academic writing through a theoretical framework of self‐training, epistemic construction, and epistemic friction. The main findings are as follows: (1) The quasi‐subjective language output presented by GenAI tools blurs the academic identity boundaries of researchers, prompting doctoral researchers to reevaluate their initiative in writing; (2) There is a significant tension between the synchronous generation logic relied upon by GenAI and the inherent diachronic reasoning methods of human beings, revealing the epistemic contradiction between the pursuit of efficiency and in‐depth exploration; (3) Although the standardised responses of GenAI may potentially suppress academic innovation, they can also inspire researchers to develop a reflective resistance strategy, thereby promoting epistemic creation and breakthroughs. Based on the findings, this study explains the core process of how doctoral researchers, in human‐computer interaction, can activate a self‐regulation mechanism to cope with epistemic friction and, in the long run, achieve epistemic symbiosis and the production of original knowledge.

Source: European Journal of Education

DOI: 10.1111/ejed.70330

Authors: Xiaofei Ma, Yiran Li, Peiyao Li, Fred Dervin

Institutions: Minzu University of China, Peking University, University of Helsinki

Language: English

Topic: Doctoral Education Challenges and Solutions

Subfield: General Health Professions

Field: Health Professions

Domain: Health Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,350