Role of Generative Artificial Intelligence in Transforming Supervision Dynamics in Postgraduate Education: A Systematic Literature Review

Abstract

Postgraduate supervision plays a critical role in shaping research outcomes, student development, and the mentor-mentee relationship. However, traditional supervision practices, often characterised by limited flexibility and heavy reliance on supervisors, can constrain student growth. The emergence of GenAI presents new opportunities for personalised guidance, faster communication, and increased student autonomy. This study explores the role of GenAI in transforming mentor-mentee relationships, identifying potential benefits and implications for postgraduate education. Adopting a qualitative approach, this study conducted a PRISMA-guided systematic review of relevant literature across Scopus, Web of Science, IEEE Xplore, ScienceDirect, Springer, and Google Scholar. The findings indicate that GenAI enhances supervision by improving feedback and critical thinking, promoting student autonomy and motivation, and introducing considerations for ethical and academic integrity. Effective implementation of GenAI in postgraduate education requires a balanced approach that leverages technological advancements while preserving the relational and empathetic aspects of mentor-mentee interactions. Overall, this study underscores the need for further research to investigate the long-term effects of GenAI on academic supervision and to establish best practices for integrating AI tools in a manner that enhances, rather than undermines, the mentorship experience. The study relied on secondary data, and future studies should focus on collecting primary data on the role of artificial intelligence in the mentor-mentee relationship.