Charting the Technological, Ethical, and Academic Concerns and Potentials of Generative Artificial Intelligence in Qualitative Research

Authors

• Joseph A. Villarama, Central Luzon State UniversityFollow
• Bench G. Fabros, Central Luzon State UniversityFollow
• Abegail V. Dela Fuente, Central Luzon State UniversityFollow
• Jordan Dale L. Canosa, Dr. Ramon de Santos National High SchoolFollow
• Samapika Roy, Indian Institute of Technology-Banaras Hindu UniversityFollow

Digital Object Identifier

10.18870/hlrc.v16i1.1654

ORCID

Joseph A. Villarama

https://orcid.org/0000-0001-5308-7398

Bench G. Fabros

https://orcid.org/0000-0001-6196-5816

Abegail V. Dela Fuente

https://orcid.org/0000-0003-1283-4304

Jordan Dale L. Canosa

https://orcid.org/0009-0009-3581-9378

Samapika Roy

https://orcid.org/0000-0002-9300-7214

Abstract

Objectives: This research determines the academic, ethical, and technological concerns and potentials of GenAI as perceived by teacher–researchers and explores the concerns and potentials of using GenAI in academic classrooms and qualitative research undertakings.

Methods: This study employed the hermeneutic phenomenological postmodernism approach, which is a qualitative research design that, in the present study, delved into the intricate tapestry of lived experiences of 120 purposely selected teacher–researchers from France, India, Nepal, and the Philippines. The teacher–researchers participated in hybrid in-depth interviews and informal conversations guided by 10 interview questions. Responses were thematically analyzed following the phases of the hermeneutic phenomenology method.

Results: This study explored teacher–researchers’ experiences with GenAI. Findings highlighted three (3) major domains—technological, academic, and ethical—with nine (9) themes in total. The technological domain encompassed AI’s accessibility and efficiency, its role in academia, and its benefits for research task automation. Academically, the study revealed that GenAI facilitates writing skills, encourages collaboration, and improves research quality. From an ethical lens, the findings showed how AI influences innovative and ethical writing, questions of credibility, trust, reliability, and the concern for research data bias.

Conclusions: This research reports the intricate interplay between GenAI’s potential to transform academic classrooms and qualitative research and the ethical considerations this emerging technology brings. GenAI provides increased efficiency and new research pathways, while it also concerns ethical writing, over-reliance on this technology, potential biases, and data privacy that entails mindful consideration.

Implications: Collaborative efforts among educators, researchers, policy makers, and AI developers should focus on creating frameworks that promote innovation while upholding ethical academic practices. Continued interdisciplinary research on GenAI’s impact is crucial in refining best practices and ensuring that technological advancements align with scholarly integrity and ethical responsibility.

Recommended Citation

Villarama, J. A., Fabros, B. G., Dela Fuente, A. V., Canosa, J. L., & Roy, S. (2026). Charting the Technological, Ethical, and Academic Concerns and Potentials of Generative Artificial Intelligence in Qualitative Research. Higher Learning Research Communications, 16 (1).
DOI:10.18870/hlrc.v16i1.1654