Bridging the AI use–competence gap

Generative artificial intelligence (AI) is transforming graduate research and academic work; however, increased use does not necessarily lead to critical evaluation or responsible engagement. This study examines the gap between graduate students’ AI use and their evaluative, ethical, and rhetorical engagement with AI-generated outputs. Using a survey-based exploratory case study design, the study draws on data from 50 graduate students across four national contexts, complemented by open-ended responses and contextual observations. Findings reveal high levels of AI use alongside limited verification practices, ethical uncertainty, and a tendency to view AI outputs as neutral or authoritative, indicating a persistent use–competence gap. The study proposes a holistic AI literacy framework with implications for curriculum, assessment, and policy.