SYNERGIZING ACADEMIC ADVISORS’ FUNCTION AND AI TECHNOLOGY IN ACHIEVING STUDENTS’ EDUCATIONAL GOALS

Abstract

In higher education institutions, academic advisors play a pivotal role in guiding students to reach their educational goal and career objectives. However, traditional advising faces challenges such as matched schedule, time duration, personalized attention, and a large student population. This study explores the synergistic integration of academic advisors' expertise with artificial intelligence (AI) technologies to enhance student success. As higher education institutions increasingly adopt artificial intelligence (AI) technologies, the role of academic advisors is undergoing a significant change. This qualitative study explores how the synergy between academic advisors’ function and AI technology contributes to the achievement of students’ educational goals. Grounded in human-centered pedagogy and interpretive inquiry, this writing investigates academic advisors’ perceptions, experiences, and practices in integrating AI-assisted tools within advising processes. Data were collected through in-depth interviews, and document analysis involving academic advisors and undergraduate students from diverse academic disciplines. Based on the research finding, it revealed that AI technologies support advising practices by enabling early identification of academic risks, facilitating personalized study planning, and enhancing access to timely academic information. However, participants emphasized that the effectiveness of AI is highly dependent on the advisor’s professional judgment, ethical awareness, and relational engagement with students. Advisors viewed AI as a complementary instrument rather than a substitute for human interaction, highlighting the irreplaceable role of empathy, contextual understanding, and motivational dialogue in advising relationships. The result shows that synergizing academic advisors and AI technology can guide students to reach their educational goals and career objectives. This study proposes a hybrid academic advising model in which AI functions as an augmentative technology that strengthens, rather than diminishes, human agency in educational decision-making. By foregrounding lived experiences and meaning-making processes, this research contributes qualitative insights into how human–AI collaboration can be ethically and pedagogically aligned to support holistic student success in contemporary higher education