21 Towards independence
Chitisha Gunnoo, Postgraduate Research Student, Information Systems, Mauritius
As a student and researcher, I often find myself wrestling with abstract ideas and concepts that feel important, but lack a clear direction or research focus. This is where I have found Generative AI tools like ChatGPT, Claude, and DeepSeek especially useful. I use them primarily in the early stages of my academic writing or research development process when I’m trying to shape scattered or exploratory ideas into coherent, research-worthy themes.
For example, when I am developing a research proposal or starting a new paper, I often begin with a few loosely connected thoughts. These might relate to topics I have read about or problems I’ve observed. I input these early thoughts into GenAI platforms and prompt them to suggest directions, pose potential research questions, or outline possible frameworks. I typically compare outputs from at least two tools to evaluate the depth and reliability of the ideas generated.
This context – brainstorming, outlining, and conceptual development – is where GenAI has become an integral part of my learning. It supports the messy, uncertain stage of the creative process, where judgment, curiosity, and open-ended thinking matter most.
My use of GenAI is highly interactive and iterative. I typically begin with a broad or vague prompt based on an initial idea, such as: “What are some ways this topic could be researched?” or “What related subtopics should I explore?” I experiment with the same prompt across multiple platforms like Claude and ChatGPT to capture a range of perspectives. These tools often highlight connections to theories or concepts I hadn’t considered and help me refine or redirect my focus.
Another practical strategy I’ve developed is what I call reverse questioning for gap identification. After writing a section of my research, I’ll paste it into ChatGPT and say, “Act as an examiner. What critical questions would you ask about this?” The AI then generates questions that challenge my assumptions, clarity, or depth of evidence. I review these and revise my work accordingly.
I also use GenAI to test understanding by generating quiz-style questions from my own writing. This helps me gauge whether the text is clearly communicating my ideas or whether key points are ambiguous. Across all uses, I remain the decision-maker, critically evaluating what the AI suggests and shaping it to fit my goals.
GenAI has enhanced my learning by making my thinking more visible to myself. It functions like an intellectual mirror—reflecting back my ideas in different forms, which helps me recognize strengths, gaps, or inconsistencies. Rather than giving me ready-made answers, it provokes deeper questions. This process has sharpened my ability to analyse and revise my work more critically.
Using GenAI as a thought partner has made me more agile in generating and refining ideas. When I see multiple interpretations or expansions of my initial thought, I’m pushed to articulate what I really mean with more precision. In this way, AI helps me learn not just more—but better. It reinforces a habit of critical reflection that goes beyond the immediate academic task.
The feedback loop—fast, tireless, and customisable—has increased my confidence and independence as a learner
It has also helped me simulate real-world feedback scenarios, such as anticipating how a supervisor or journal reviewer might read my work. This feedback loop—fast, tireless, and customisable—has increased my confidence and independence as a learner. Importantly, I never treat AI as the authority. It’s a tool, not a teacher. But when used with intention and care, it has become a valuable co-thinker in my academic journey.
