ChatGPT: Perspectives of an International Ph.D. Student and His PI

This published perspective article places an international Ph.D. student’s experience beside that of his principal investigator. It examines how generative AI can help with language, organization, and idea development while also creating risks around overreliance, accuracy, authorship, and the loss of deliberate learning.

From the student side, the value lies in reducing friction around English-language expression and early drafting without outsourcing scholarly judgment. Useful assistance still requires subject knowledge, source verification, revision, and ownership of the final argument.

The paired format shifts the question from whether students will use generative AI to how programs can define transparent, ethical, and pedagogically useful practices. The article argues for clear expectations, critical review, and mentorship that preserves the intellectual work of doctoral education.