This study explores the potential role of artificial intelligence (AI) as a PhD supervision-assisting tool in doctoral education, highlighting its benefits and challenges. AI offers advantages such as personalized feedback, automating routine tasks, and aiding in literature review and data analysis, while its integration into doctoral supervision raises concerns. We investigated the opinions of the actors of PhD supervision (an educational development officer, four PhD supervisors and 3 PhD students) on four key areas: i) learning outcomes, ii) innovation, iii) social aspects, and iv) accountability. Besides these areas, interviewees were asked for their general view on the usage of AI in the supervision process. The findings suggest that AI can assist in technical tasks but fail at replacing the critical human role in supporting independence, creativity, and personal mentorship. Moreover, concerns were raised about academic integrity, the ethical implications, and the risk of over-reliance on its use. As AI is expected to be an even larger part of higher education in the future, achieving a balance between AI support and meaningful human engagement is vital considering the social and creative aspects of doctoral research. Our study concludes by stressing the need for clear accountability structures and AI literacy to ensure critical and responsible usage of AI in higher education.
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