Counseling Professionals’ Perspectives on AI Integration in Education and Supervision
A Concept Mapping Study
Bibliographic Data
| ID | 8847276 |
|---|---|
| Authors | Hank Crofford (0009-0003-5396-0267, Department of Counseling and Human Services Old Dominion University Norfolk Virginia USA, corresponding author), Elif Bor (0009-0001-0356-7235, Department of Counseling and Human Services Old Dominion University Norfolk Virginia USA), Gülşah Kemer (0000-0002-6577-8636, Department of Counseling and Human Services Old Dominion University Norfolk Virginia USA) |
| Year | 2026 |
| Volume | 65 |
| Issue | 1 |
| Pages | 22-32 |
| Publication date | 2026-01-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Counselor Education and Supervision (JOURNAL) |
| Journal identifiers | ISSN: 0011-0035 • E-ISSN: 1556-6978 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/ceas.70016 |
| OpenAlex | W7125641384 |
| Language | EN |
| References cited | 29 |
The rapid emergence of artificial intelligence (AI) has raised important questions about how new technologies will shape professional norms and practices in counseling. The purpose of this study was to understand how counseling professionals expect AI to be integrated into counselor education and supervision (CES). Using a mixed‐methods concept mapping design, 31 participants generated and sorted statements about the potential roles, benefits, and concerns associated with AI in the profession. Participants represented diverse counseling roles, including counselor educators, licensed professional counselors, supervisors, master's‐ and doctoral‐level trainees, and other counseling‐related professionals. Standard concept mapping procedures were conducted using R, resulting in a six‐region conceptual framework and 20 thematic clusters. The regions—Scholarship Assistance, Administrative Assistance, Program and Instructional Development, Enhancing Clinical and Supervisory Processes, Assisting with Innovation, and Growing Pains—captured both anticipated opportunities and emergent challenges associated with AI integration. These findings demonstrate that while counseling professionals see substantial potential for AI to support teaching, research, supervision, and administrative efficiency, they simultaneously anticipate significant concerns related to ethics, professional identity, training needs, and the evolving nature of the technology. Implications highlight the need for counselor educators and supervisors to provide clear guidance, build foundational AI literacy, and model ethical decision‐making as the profession adapts to technological change. Limitations include limited demographic diversity, the rapidly changing landscape of AI, and the potential for researcher bias despite efforts to enhance rigor. Together, this study offers an initial roadmap for researchers and CES professionals seeking to understand and prepare for AI‐related transformations
Concept map · Conceptual framework · Counselor education · Higher education · Professional association · Professional development · Thematic analysis · Artificial Intelligence in Healthcare and Education · Counseling Practices and Supervision · Digital Mental Health Interventions
| Citation velocity | historical |
|---|---|
| Highly cited | No |