The purpose of this article is to explore how andragogical principles can inform instructional decisions and support adult learners’ critical engagement with GenAI as a site of methodological inquiry in graduate qualitative research class. It highlights how instructors can use andragogical principles to raise learners’ awareness and readiness related to GenAI, facilitate experiential learning activities involving GenAI tools across different stages of the research process, and encourage critical reflection on positionality and subjectivity. It demonstrates how adult learning principles can guide meaningful engagement with GenAI, moving beyond tool adoption to include critical reflection on ethical and epistemological concerns.
Li et al. (Sat,) studied this question.