ScholarWorks@숙명여자대학교

초록

This study explored the experiences of graduate school students, in the era of digital transformation, in using generative artificial intelligence through a phenomenological approach. Specifically, two focus group interviews (FGIs) were conducted with 13 graduate students in education. The interview data were segmented into meaning units, which were then transformed into general meanings through researchers’ interpretive analysis. These meanings were subsequently integrated to derive the essential structure of graduate students’ experiences with using generative artificial intelligence. The findings indicated that participants’ experiences constituted a structured trajectory that began with practical and emotional support embedded in everyday life, progressed through existential and ethical tensions, and ultimately led to processes of subjective reflection and exploration. This study empirically demonstrates that generative artificial intelligence represents a qualitative technological shift that directly intervenes in learners’ thinking and judgment processes, distinguishing it from conventional digital tools. Based on these findings, the study suggests that teacher education in the era of generative artificial intelligence should be reconfigured beyond technical utilization, with greater emphasis on fostering subjective judgment and ethical reflection.

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