Reconstructing graduate supervisors competencies from the perspective of artificial intelligence

In the era of artificial intelligence (AI), the model of graduate education is undergoing significant transformation, placing new demands on the competencies and qualities of graduate supervisors. This paper conducts an in-depth exploration of the evolution and enhancement pathways of graduate supervisors’ professional competences within the context of AI. It analyzes the impact of generative AI on the roles of teachers and students, as well as on teaching and research in graduate education. Furthermore, the paper examines the age structure of graduate supervisors and relevant policy requirements in the AI era. It elaborates on the new expectations placed on supervisors in areas such as information literacy, technological adaptability, human-AI collaborative competence, innovation capacity, and ethical awareness. Finally, the paper proposes strategies for improving supervisors’ competencies, including fostering a proper understanding of digital technology, improving training systems, establishing new evaluation frameworks, and strengthening university-industry collaboration. These measures aim to help graduate supervisors better meet the educational needs of the AI era and promote the deep integration of AI technology into graduate education.