Perceptions of online counselling students’ use of Generative AI in an assessment setting

This study investigates postgraduate counselling students’ experiences of using GenAI within an assessment task that required reflection on Copilot’s interpretation of personal change through a chosen counselling theory. A phenomenological approach underpins the design, emphasising learning through lived experience and critical engagement with technology. Preliminary insights suggest that while GenAI offers efficiency and clarity in summarising theoretical concepts, it lacks relational nuance and contextual depth essential for therapeutic practice. Findings will inform strategies for embedding GenAI literacy in counsellor education, ensuring ethical use and fostering adaptive, self-directed learning. The study highlights the need for robust assessment design that balances technological innovation with experiential, relational, and ethical dimensions of counselling practice. Keywords—GenAI, counselling education, relational practice, assessment design, phenomenology, professional formation