‘This paper examines researcher independence in doctoral education, particularly in the context of an AI-enabled learning environment. Traditionally associated with intellectual autonomy, methodological competence and original knowledge production, researcher independence remains a central, yet often underdefined, expectation of the PhD journey. The integration of AI technologies can complicate existing assumptions about independence, thereby necessitating its redefinition—one that emphasises conceptual leadership, ethical responsibility and the critical use of AI. We argue for a developmental, scaffolded approach to building AI literacy and researcher competence. The paper highlights the need for institutions and supervisors to revisit assumptions about knowledge production, originality and supervision in light of AI’s growing support for knowledge creation. Ultimately, researcher independence in an AI-enabled context can potentially be reimagined as the cultivation of critical wisdom—defined not by technological mastery alone, but by ethical judgement, contextual awareness and intellectual maturity in navigating a complex research landscape.’
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AI Update 