Artificial Intelligence (AI) is transforming educational practices across all levels, bringing new possibilities and challenges to online graduate programs. With AI tools integrated into coursework, providing automated feedback, personalized resources, and organizational support, graduate students are increasingly engaging with AI throughout their learning experiences. However, subjective viewpoints on AI integration, including its effectiveness, and ethical implications, vary significantly among students. This study uses Q methodology to explore and categorize the unique viewpoints of online graduate students regarding AI integration in their coursework. By understanding these perspectives, educators and program designers can better address student needs, improve AI tool implementation, and foster a supportive online learning environment that aligns with graduate student viewpoints.
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Bartlett et al. (2026) studied this question.
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