This study aims to explore the experiences of visual arts teachers regarding the use of artificial intelligence during their graduate education process. In recent years, the widespread integration of artificial intelligence technologies into educational and academic research processes has made it increasingly important to examine how these tools are utilized by teachers and researchers. In particular, the conveniences offered by artificial intelligence tools in academic writing, research, and data organization processes, along with the ethical debates they raise, have led to the emergence of new research topics in the field of education. In this context, the study seeks to reveal the purposes for which visual arts teachers use artificial intelligence during their graduate studies, as well as the challenges they encounter and the advantages they obtain throughout this process. In this study, the phenomenological design, one of the qualitative research methods, was employed. The study group consisted of 12 visual arts teachers selected through maximum variation sampling, one of the purposive sampling strategies. A semi-structured interview form, developed in line with the purpose of the study, was used as the data collection instrument. The interview questions addressed teachers’ perceptions regarding the areas and purposes for which they use artificial intelligence, as well as the challenges they encounter and the advantages they gain throughout this process. The data obtained were analyzed using the content analysis method. The findings indicated that artificial intelligence is primarily utilized in academic processes such as conducting literature reviews, checking grammar and spelling, and generating thesis drafts. Participants stated that artificial intelligence provides significant advantages such as saving time, increasing efficiency, and offering language support. However, they also reported encountering several challenges, including the limited availability of Turkish-language content, concerns about information reliability, and the cost of certain artificial intelligence tools. In addition, attention was drawn to the potential negative consequences of artificial intelligence use, such as risks to originality, possible copyright violations, and the weakening of academic skills. Based on the findings of the study, it is recommended that training seminars focusing particularly on ethical principles, copyright issues, and academic integrity be organized in order to promote a more conscious and ethical use of artificial intelligence in academic work.
Artificial ıntelligence, visual arts teachers, graduate studies.