Year: 2025
Type: article
Abstract: Generative artificial intelligence (AI) is increasingly explored in counselor education, yet its pedagogical implications remain underexamined. This study investigated counselor trainees' experiences using ChatGPT (GPT-4o) as a simulated client for role-play practice, aiming to assess its potential benefits and limitations as a supplemental training tool. Using qualitative content analysis, AI-simulated counseling session transcripts were coded based on dimensions such as authenticity, emotional expression, consistency, self-awareness, and cultural dynamics. Additionally, a focus group interview provided insights into trainees' perceptions. Findings indicate that AI simulations offered a psychologically safe, flexible environment for practicing counseling skills, reducing performance anxiety, and fostering confidence before working with real clients. Participants emphasized the importance of detailed prompts to enhance realism and complexity, while noting limitations such as overly agreeable responses, lack of emotional nuance, and cultural neutrality unless explicitly prompted. Overall, trainees viewed AI as a valuable supplement rather than a replacement for live practice. These results suggest that generative AI can enhance experiential learning when integrated thoughtfully with structured guidance, ethical oversight, and culturally responsive design. Future research should explore strategies to improve authenticity and emotional depth in AI simulations to better support counselor competency development.
Source: Behavioral Sciences
DOI: 10.3390/bs15121660
Authors: Mehmet Akkurt, Rakesh Maurya, Timothy Brown
Institutions: Lamar University, University of North Florida
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,654
Funder: University of North Florida
OpenAlex ID: W4416916895