远程教育杂志2025，Vol.43Issue(6)：83-90,110,9.DOI:10.15881/j.cnki.cn33-1304/g4.2025.06.010
谁拥抱?谁抗拒?
Who Embraces,Who Resists?—A Study of Group Differences in AI Adoption in Doctoral Students'Academic Writing
摘要
Abstract
The rapid advancement of artificial intelligence(AI)has brought unprecedented challenges to China's postgraduate education system.Understanding how doctoral students adopt AI in academic writing is therefore essential for informing targeted edu-cational policies and support strategies.Drawing on questionnaire data from 11,449 prospective doctoral graduates in 2024,this study systematically examines group differences in their attitudes toward and use of AI in academic writing.The findings indicate that:(1)there is a"conversion barrier"between doctoral students'intention to adopt AI and their actual use.Even among those with the most positive attitudes,approximately 40%have not yet used AI to assist academic writing;(2)female doctoral students tend to adopt a cautious,wait-and-see orientation toward AI adoption;and(3)doctoral students in the humanities and social sciences,despite rela-tively strong academic output,are more inclined to reject AI and are less likely to use it,revealing a pattern whereby academic advan-tage suppresses technology use.In addition,the study confirms empirical observations from existing research:doctoral students in STEM disciplines or from top-tier universities are generally more positive toward AI,whereas older doctoral students tend to be more conservative in AI adoption.Overall,this study highlights the complexity of AI adoption in doctoral academic writing and offers target-ed,evidence-informed implications for enhancing AI literacy in postgraduate education.关键词
博士研究生教育/人工智能/学术写作/个体特征/问卷调查Key words
Doctoral education/Artificial intelligence/Academic writing/Individual characteristics/Questionnaire survey分类
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李响,徐浩天..谁拥抱?谁抗拒?[J].远程教育杂志,2025,43(6):83-90,110,9.
