Artificial Intelligence and the Future: A Phenomenological Study from the Perspective of Psychology Students


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Authors

  • yahya şahin fırat üniversitesi

DOI:

https://doi.org/10.5281/zenodo.17255117

Keywords:

artificial intelligence, psychological counseling, phenomenological research

Abstract

This study examines psychology students' perceptions, experiences, and expectations regarding artificial intelligence using a phenomenological approach. Technological developments, particularly the rise of artificial intelligence, create both opportunities and uncertainties in the field of psychology. The research was conducted with 13 students enrolled in a guidance and psychological counseling program at a university in Turkey. Data obtained from semi-structured interviews were evaluated using interpretive phenomenological analysis. The findings were grouped under five main themes: (1) the use and contributions of artificial intelligence from a professional perspective, (2) artificial intelligence support in psychological counseling and therapy, (3) its effects on the client-counselor relationship, (4) professional concerns, and (5) professional development opportunities. Students indicated that artificial intelligence provided significant conveniences in data analysis, test applications, and session preparation; however, they also drew attention to risks such as lack of empathy, undermining of trust, and disruption in the client-counselor relationship. In conclusion, it has been revealed that artificial intelligence can make important contributions as a supportive tool in psychological counseling, but it raises some concerns when compared to a human-centered approach. The study suggests that artificial intelligence literacy and ethical use-focused content should be added to psychological counseling training programs.

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Published

2025-10-03

How to Cite

şahin, yahya. (2025). Artificial Intelligence and the Future: A Phenomenological Study from the Perspective of Psychology Students. ASES EDUSCI (INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES) ISSN: 2822-6844, 5(1), 482–490. https://doi.org/10.5281/zenodo.17255117