Author Information
XingZi Yu, National Chengchi University, TaiwanYong-Qin Hu, National Chengchi University, Taiwan
Fu-An Shieh, National Chengchi University, Taiwan
Ya-Ru Hsu, National Chengchi University, Taiwan
Abstract
This qualitative study explores how Taiwanese school counselors perceive and utilize generative AI tools (e.g., ChatGPT, Gemini) within their educational practice. Using thematic analysis of in-depth interviews, the study identifies three primary functions of AI in the counseling context: reducing cognitive load in administrative documentation, supporting lesson and activity design, and serving as a reflective partner in case discussions. While counselors acknowledged the practical benefits of AI in streamlining tier-1 support tasks, they simultaneously raised concerns about misinformation, overreliance, and the erosion of critical thinking and human connection. Rather than resisting AI, counselors actively defined its appropriate role within a multi-tiered support system, reserving human expertise for higher-level relational work. Participants emphasized the importance of AI literacy training, data privacy protocols, and gradual, context-sensitive implementation. This study highlights how front-line educators negotiate the affordances and boundaries of AI, revealing that meaningful AI integration requires not only technological readiness but also pedagogical and ethical agency.
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