Artificial Intelligence (AI) has transformed the world of scholarly research as well as higher education in many ways, both positively and negatively, and this transformation is continuing to evolve as the technology advances. As academics and researchers grapple with how AI impacts their work, it has become imperative to critically examine how AI can benefit the teaching and learning of qualitative research methods, while also carefully considering the myriad ethical dilemmas. In this presentation, I describe an ongoing classroom-based action research project in which these critical questions are explored in-depth through various iterations of my experience teaching a doctoral-level qualitative methods course. First, what are some ways that AI can be incorporated into the teaching of qualitative methods, and how do students use them to benefit their learning? Second, what are the ethical implications of using AI in a qualitative research methods course, and in qualitative research more generally? These questions form the crux of this ongoing classroom-based action research project being conducted by incorporating the use of AI at various points. Critical to this exploration is the participation of the students, who, along with the instructor, are reflecting on and interrogating the possible uses, misuses, and ethical issues that they encounter as they incorporate these technologies. This presentation is organized as follows: First, I describe the various assignments and activities in my qualitative research methods courses that use AI. Second, I describe the outcomes and ethical implications of using AI in these assignments, along with my interpretation and reflections as the instructor. Third, I explore the students’ reflections and perspectives on their experiences using AI in the course. In keeping with the iterative and cyclical nature of action research, I incorporate these learnings into future versions of the course. I continue to analyze this information to inform an emergent direction towards the productive and ethical use of AI in teaching and learning qualitative research methods, while also considering how AI might impact students’ future roles as scholars and researchers, as well as faculty members’ roles as teachers, advisors, and mentors.

Keywords: Artificial intelligence, qualitative research methods, doctoral students, qualitative research methods course, higher education, doctoral student mentoring, teaching and learning qualitative methods.