Generative AI and learner paradoxes: a paradox theory–based qualitative study in management education

Purpose This study seeks to identify the paradoxes experienced by learners as they use generative artificial intelligence. Design/methodology/approach The present qualitative study uses a two-phase iterative design with member validation approach and paradox theory as the theoretical lens. Drawing on a cross-country sample of 59 participants from four countries – India, Nepal, Zimbabwe and Syria, open-ended essay question responses are recorded. Findings The study identifies five paradoxes, namely competence and convenience paradox, efficiency and dependency paradox, time-saved and time-wasted paradox, productivity and creativity paradox and autonomy and accountability paradox. The various coping mechanisms used by learners to manage these paradoxes have been identified. Originality/value This study provides a useful empirical application of the paradox theory within the management education realm by identifying the paradoxical tensions experienced and various coping strategies used by learners, from their lived experiences in a cross-country context.