The Role of AI in Academic Career Counselling: Attitudes & Usage of AI chatbots in Swedish Schools : A Qualitative Study

Sammanfattning

This thesis explores the role of AI-driven chatbots in academic career counselling within Swedish schools, focusing on how career counsellors perceive, adopt, and utilise these technologies. While previous studies have largely centred on student interactions with AI tools, this research addresses a critical gap by investigating the experiences and attitudes of counsellors themselves. Drawing on Rogers’ Diffusion of Innovations theory and the technoethics framework, the study examines the perceived benefits, challenges, ethical concerns, and institutional readiness related to AI chatbot use in guidance services. The research was conducted using a qualitative design, based on semi-structured interviews with eleven academic career counsellors in Sweden. To analyse the data, a thematic analysis was applied to identify key patterns and perspectives. The findings show that AI chatbots, such as ChatGPT and Co-pilot, were mostly used for administrative tasks, content creation, and language support. Many participants described them as helpful tools for increasing efficiency, improving clarity, and supporting creative work. A few even referred to AI as a paradigm shift, noting that it had become essential in their daily routines. Most participants saw chatbots as a valuable complement to human guidance rather than a replacement for it. Key challenges included concerns about misinformation, particularly related to study requirements, and the potential consequences of students receiving inaccurate advice. Ethical issues such as data privacy, bias, and the absence of institutional policies or training were also widely raised. While some academic counsellors were hesitant due to lack of knowledge or confidence, the overall view was that AI is becoming an unavoidable part of the profession.