Generative AI as a Teaching Tool for Social Research Methodology: Addressing Challenges in Higher Education

Abstract

Teaching social research methodology in university courses, whether qualitative or quantitative, presents significant challenges for both instructors and students. These challenges include the availability of empirical datasets, the illustration of data analysis techniques, the simulation of research report writing, and the facilitation of scenario-based learning. Emerging AI tools, such as ChatGPT-4, offer potential support in higher education, though their effectiveness depends on the context and their integration with traditional didactic methods. This article explores the potential of AI in teaching social research methodology, with a focus on its benefits, limits and ethical considerations. Furthermore, the paper presents a case study of AI application in teaching qualitative research techniques, specifically in the analysis of solicited documents. Generative AI shows the potential to improve the teaching of social research methodology by providing students with opportunities to engage in hands-on learning, interact with realistic datasets and refine their analytical and communication skills. The integration of AI in education should, however, be approached with a critical mindset, ensuring that AI tools serve as a means to sharpen (not replace) traditional methods of learning.

1. Introduction

In higher education, teaching social research methodology requires a balance between theory and practical application. Students need to understand how to design research projects, collect data, and conduct empirical analysis. They also need to learn how to apply these skills in real research contexts and familiarize themselves with practical applications. However, several challenges arise in applied sessions, such as limited access to datasets suitable for specific needs and difficulties in mastering data analysis techniques.

One of the main challenges in teaching social research methodology is providing students with appropriate empirical datasets for practice. While quantitative datasets are often accessible through statistical repositories, qualitative data, such as interview transcripts, ethnographic notes, or focus group discussions, are far less available. These materials should not only be accessible but also relevant to students’ fields of study, possess appropriate levels of complexity for educational purposes, and comply with privacy and ethical guidelines.

Students also encounter challenges when transitioning from theoretical knowledge to the application of quantitative and qualitative data analysis. This requires proficiency with statistical and coding software. Another difficulty for students is becoming familiar with analytical outputs even before being able to conduct analyses independently. Having access to analytical results allows students to become accustomed to reading and interpreting them. They need to learn to link these results to theoretical frameworks and report conclusions in research documents to share with the scientific community.

Another key pedagogical aspect is the opportunity for students to work on topics that interest them. This approach helps bridge the gap between theoretical knowledge and real-world applications, preparing students for both academic and professional settings. It is especially valuable when exploring emerging topics or addressing issues related to hidden populations, ensuring that students develop a broader perspective.

Traditional teaching methods often fall short of fully addressing the practical and ethical complexities of teaching social research methodology in higher education, particularly when it comes to student engagement and applied learning [1,2]. This article addresses these didactic challenges by focusing on university-level courses in social disciplines such as sociology, social work, tourism, media, and marketing. It explores the potential of new technologies, especially generative artificial intelligence tools like ChatGPT, to support teaching practices while encouraging critical thinking and ethical awareness. While the focus is on showcasing the opportunities that AI offers, this is not intended as an uncritical endorsement of these tools. Instead, the discussion aims to contribute to a broader debate by critically reflecting on AI’s role, acknowledging both its benefits and limitations, and highlighting some issues, particularly in relation to methodological rigor, ethical concerns, and its potential impact on students’ critical thinking skills.

2. Generative AI and Its Potential in Education

In recent years, generative artificial intelligence has gained increasing attention in various fields, including education. AI-powered tools are being explored as potential resources for improving learning experiences, enhancing student engagement, and supporting academic research (for an overall background on AI in education, see [3,4]).

Generative AI can provide real-time tutoring and guidance, offering students additional support during study sessions. AI-driven tutoring systems can enhance learning by offering personalized clarifications and interactive engagement that adapt to students’ needs [5]. Additionally, AI can play a crucial role in research and writing assistance, aiding students in crafting research proposals, analyzing data, and simulating research scenarios (for an example, see [6]). Another important contribution of AI is the generation of customized learning materials. AI can create tailored exercises, summaries, and explanations designed to align with individual learning needs [7].

Beyond traditional academic settings, AI also supports autodidactic learning and open education. AI can foster independence and autonomy among self-directed learners by offering guidance and adaptive learning [8]. However, concerns remain regarding the extent to which AI should be integrated into education. Scholars caution that AI should not replace human educators but rather complement them by automating repetitive tasks and allowing instructors to focus on higher-order teaching activities [1,9]. While AI enhances efficiency and accessibility, human oversight remains essential to ensure critical thinking, ethical considerations, and the development of analytical skills among students [2].

In the context of social research methodology courses, AI offers new ways to overcome traditional challenges, such as the lack of real-world data and the difficulty of applying theoretical concepts to practical exercises.

Generative AI can be used to create synthetic datasets for classroom exercises, though these should be carefully evaluated to ensure they accurately reflect real-world complexity. In the domain of quantitative research, AI-generated data, including demographic datasets, survey responses, and time series, can offer students the opportunity to engage in statistical analysis without concerns related to data privacy or availability. AI-generated datasets can be adjusted to different levels of complexity, making them suitable for learners with varying expertise. In qualitative research, AI-generated interview transcripts, focus group discussions, ethnographic narratives, and documents could provide students with opportunities to practice qualitative coding, thematic analysis, and data interpretation. This flexibility ensures that students can work on emerging research topics and real-world scenarios without the challenges of data collection. Moreover, instructors can customize AI-generated datasets to reflect specific fields such as urban studies, labor sociology, or migration research, ensuring relevance to different academic disciplines. By tailoring the level of complexity, AI-generated content can become an adaptable resource, enabling the integration of real-world case studies into the curriculum.

AI can be integrated into practical exercises to expose students to different research approaches. However, it is crucial to encourage personal analysis and critical evaluation to prevent over-reliance on AI-generated insights. Through interactive engagement with AI-generated data, students can develop their ability to formulate research questions, analyze responses, and compare different analytical approaches. In quantitative analysis, students can work with AI-generated datasets to practice calculating simple descriptive measures such as means, standard deviations, and frequency distributions. More advanced learners can explore multivariate statistical techniques, including regression analysis, clustering, and factor analysis. In qualitative research, AI-assisted coding exercises enable students to identify themes, categorize textual data, and refine their ability to conduct qualitative research. AI-generated analyses also offer an opportunity for students to compare their manual work with AI-assisted outputs, encouraging critical reflection on methodological approaches and the reliability of AI-driven insights.

A further application of AI in teaching social research methodology involves its role in training students to interpret analytical outputs and utilize them in research communication. By working with AI-generated outputs, students can learn to construct research reports integrating figures and visualizations. AI tools can help students connect their analytical results to theoretical frameworks and hypotheses, reinforcing the relationship between empirical research and conceptual models.

3. An Example of Application of Generative AI in Teaching Social Research Methodology

The objective of this article is to explore how generative AI, specifically ChatGPT, can support the creation of educational content for teaching qualitative methods in social research. To do this, I adopted an exploratory case study approach, which can be used in qualitative research to investigate emerging tools and practices in context [10]. This approach is particularly suitable for evaluating novel educational technologies in the early phases of implementation.

The case study presented here is a teaching-focused simulation in which the instructor (the Author) interacts with ChatGPT to generate datasets, conduct analysis, and produce teaching materials for use in university-level social research methodology courses. The prompts submitted to the AI will be presented along with its responses; for the sake of brevity, in some cases, only excerpts of the responses will be shown, accompanied by a summary.

To strengthen contextual relevance, prompts were constructed to simulate realistic classroom scenarios and data needs. Each phase was carefully documented: definition of pedagogical objectives and expected student learning outcomes; construction and refinement of prompts to generate realistic qualitative data; thematic analysis of AI-generated texts and comparison with academic standards; evaluation of output utility and limitations based on didactic criteria. A critical reflection is presented in the Discussion Section. This structure aims to ensure transparency and replicability, allowing instructors or researchers to adapt the approach to their own teaching or methodological goals.

I have chosen to use an example of qualitative research, specifically a study that employs solicited diaries (for a review see [11]), to provide students with realistic, ethically sound textual data for thematic analysis practice. While in traditional documentary analysis, documents are spontaneously produced by individuals or groups for their own purposes, in research using solicited documents, the materials are created at the request of the research team for investigative purposes, also online [12]. Solicited documents occupy an intermediate space between documentary analysis and qualitative interviews. This makes them an excellent teaching tool, as they closely resemble both interview transcripts and naturally occurring texts, providing students with a versatile and practical approach to qualitative data analysis.

A key consideration when using generative AI is the formulation of effective instructions, i.e., prompts. A well-structured prompt should be precise, unambiguous, and provide relevant context. Moreover, a strong prompt should specify the role ChatGPT is expected to take on and the objective to be achieved (in this case, acting as an instructor preparing course materials) [13].

As a first step, I asked ChatGPT to generate the empirical dataset. Specifically, I requested the creation of ten diary entries, imagining that they were written by ten tourists who had been assigned this task by researchers before their departure. The diaries should recount the first day of travel, allowing for an exploration of personal expectations and concerns. I also asked ChatGPT to differentiate within the imagined sample. This dataset serves as a foundation for students to practice data familiarization, thematic coding, and interpretation. ChatGPT responded by generating ten diary entries describing a hypothetical trip to Barcelona. Each entry represents a different traveler, varying in age, gender, educational background, and family status (see Table 1).

Table 1. ChatGPT generates the empirical dataset.

Prompt: Imagine you are a professor and need to create educational material for a university course on social research methods. You plan to work with solicited documents. Produce ten pages of a diary, imagining that they were written by ten tourists who, before departure, were asked by researchers to keep a record of their travel experience. Each diary entry should be from the day of arrival and should reveal the travelers’ expectations, hopes, and fears. The sample should be internally differentiated based on gender, age, educational background, and family status, with these factors influencing the content. Include a variety of themes within the diary pages. Response: Travel Diaries: A Study on Tourist Experiences Destination: Barcelona, Spain Diary 1—Anna, 24, Female, University Student, Single I have finally arrived in Barcelona, and I can already feel the excitement in the air! The city is vibrant, full of life, and exactly as I imagined. I have so many expectations for this trip—I hope to immerse myself in the local culture, improve my Spanish, and meet interesting people. At the same time, I feel a bit nervous about being in a foreign country alone. Will I be able to navigate the city easily? Will I feel lonely? I can’t wait to explore the Gothic Quarter tomorrow! (…) Diary 3—Marta, 45, Female, Teacher, Married with Children We just arrived in Barcelona, and my children are already in awe of the vibrant cityscape! I hope this trip becomes an unforgettable experience for them, filled with wonder and learning. My biggest concern is keeping them engaged while balancing my own desire to visit museums and historical sites. I also worry about the unpredictable Mediterranean weather and how it might affect our plans. Still, seeing their excitement makes everything worth it! (…) Diary 5—Elena, 60, Female, Retired Librarian, Widowed It’s been decades since I last visited Spain, and stepping into Barcelona again feels nostalgic. My heart is filled with memories of my younger years, and I hope this trip allows me to reconnect with the past while also creating new experiences. I do feel some apprehension about traveling alone at my age, but I’m determined to enjoy every moment. Tomorrow, I will begin my journey with a visit to the Picasso Museum. (…)

Then, I asked ChatGPT to provide a summary of the participants’ profiles. The response includes a description of each individual, outlining their reasons for traveling, expectations, and any concerns (Table 2). This output models the process of data reduction and abstraction, a crucial step in qualitative analysis training.

Table 2. ChatGPT provides a summary of the participants’ profiles.

Prompt: Give me a brief summary of the ten subjects. Response: Here is a brief summary of the ten individuals who wrote the travel diaries, differentiated by gender, age, education level, and family status: Anna—24 years old, female, university student, single. ○ Traveling solo to Barcelona, eager to immerse herself in the local culture, improve her Spanish, and meet new people. She is excited but has some concerns about loneliness and navigating a foreign country. Luca—30 years old, male, engineer, married. ○ Traveling with his wife, fascinated by the blend of history and modernity in Barcelona. He wants to learn about local traditions and pick up some Spanish, but is worried about language barriers. Marta—45 years old, female, teacher, married with children. ○ On vacation with her family, hoping her children will have an unforgettable educational experience. However, she is concerned about balancing their interests with her own desire to visit historical sites. Giovanni—52 years old, male, doctor, divorced. ○ Embarking on a reflective journey after a difficult year. He admires the landscapes and Catalan culture but has some concerns about safety and cultural differences. He hopes to regain a sense of personal balance. Elena—60 years old, female, retired librarian, widowed. ○ Returning to Barcelona after many years, feeling nostalgic and eager to relive past memories. Traveling alone, she has some apprehensions but is determined to enjoy the experience. Marco—27 years old, male, bartender, single. ○ Seeking authentic and fun experiences, interested in nightlife and local street food. He wonders if he will adapt to cultural differences and venture beyond the typical tourist spots. Sofia—35 years old, female, entrepreneur, married. ○ A long-planned trip with her husband. Enthusiastic about the city’s energy, she hopes to balance sightseeing with professional networking opportunities but fears feeling overwhelmed by the fast-paced environment. Ahmed—40 years old, male, university professor, single. ○ Traveling out of academic interest in Spanish and Catalan history. He wants to deepen his understanding of the cultural context and traditions but fears feeling like an outsider in a place he has only studied from afar. Julia—50 years old, female, social worker, married with teenage children. ○ Excited to explore Barcelona and its culture, while also interested in social and community aspects. She is cautious about safety concerns but eager to experience the city. Tom—70 years old, male, retired factory worker, widowed. ○ After a lifetime of work, he is finally fulfilling his dream of visiting Barcelona. Aware of the challenges of aging, he is nonetheless eager to explore as much as possible, starting with a walk through the historic center.

Since I imagined I intended to use the material for more advanced students, I asked ChatGPT to generate longer and more detailed diary entries, incorporating multiple themes in each. I requested different levels of complexity and the inclusion of specific topics. ChatGPT quickly adjusted all ten diary entries according to my specifications (Table 3). This version is intended to allow for deeper engagement with layered narratives and support higher-order analytical skills.

Table 3. ChatGPT generates longer and more detailed diary entries.

Prompt: I would like the diary entries to be longer and more detailed, with multiple themes appearing in each. Answer: (…) Diary 5—Elena, 60, Female, Retired Librarian, Widowed It’s been decades since I last visited Spain, and stepping into Barcelona again feels nostalgic. As I wheel my suitcase through the arrivals hall, I am flooded with memories of my youth, my early career as a librarian, and the historical texts I once studied and taught. The familiarity of the Spanish language, spoken quickly and melodically around me, makes me feel both at home and like a stranger. I had dreamed of returning to Barcelona for years, but now that I am here, I wonder if the city has remained the same or if time has transformed it beyond recognition. Traveling alone at my age is both exhilarating and intimidating. I no longer have the impulsivity of youth, yet I feel a quiet confidence in knowing that I can navigate this adventure independently. My plan is to take things at a slower pace, immersing myself in the lesser-known corners of the city. I want to rediscover the Barcelona of my past—its libraries, its literary cafés, and the places where intellectual discussions once shaped my understanding of the world. Tomorrow, I will visit the Picasso Museum, a place that holds a special significance for me. I once lectured on his influence on modern art, and I am curious to see how contemporary Barcelona presents his legacy. Yet, I am also eager to observe what has changed. Has the city modernized to the point of losing its old charm, or does its history still live within its streets and its people? Tonight, I plan to take a quiet walk, perhaps along La Rambla, to see how the city breathes after dark. I want to sit at a small café, book in hand, watching life unfold around me. This trip is not just about revisiting a place—it is a personal journey to reconcile the past with the present, to understand how both Barcelona and I have evolved over the years. As I wheel my suitcase through the arrivals hall, I am flooded with memories of my youth, of my early career as a librarian, and of the historical texts I once taught my students. The familiarity of the Spanish language, spoken quickly and melodically around me, makes me feel both at home and like a stranger at the same time. I had dreamed of returning to Barcelona for years, but now that I am here, I find myself wondering if I will recognize the city I once knew. Traveling alone at my age is both exhilarating and intimidating. I no longer have the energy or spontaneity I did in my younger years, yet there is a quiet confidence in knowing that I am capable of navigating this adventure independently. I wonder how much the city has changed—what remains of the Barcelona I loved? Has it modernized to the point of losing its old charm, or does history still live within its walls, its people, its rhythms? Tomorrow, I will begin my journey with a visit to the Picasso Museum, a place that holds a special significance for me, as I used to lecture on his influence on modern art. I am curious to see how contemporary Barcelona interprets its artistic legacy. I also have a personal goal for this trip—to immerse myself in the smaller, hidden corners of the city, to avoid the heavily touristic spots and instead engage in meaningful conversations with locals. I want to sit in a quiet café, reading a book while observing the daily life of the city, rather than rushing from landmark to landmark. Tonight, I will take a walk through the streets, hoping to rediscover that sense of wonder I felt the first time I arrived here decades ago. Will Barcelona still feel like the city of intellectual and artistic passion that once captivated me? Or will it have become another metropolitan hub, where tradition fades in the background of modernity? This trip is not just about revisiting a place, but about testing the passage of time—both in the world around me and within myself. As I walk through the airport, I find myself reminiscing about the past, about the books I read on Catalan history and the students I once taught. My heart is filled with memories, and I hope this trip allows me to reconnect with the past while also creating new experiences. Traveling alone at my age does come with apprehensions. Will I feel comfortable navigating the city by myself? Will I meet kind strangers who will make this trip memorable? Tomorrow, I will begin my journey with a visit to the Picasso Museum, a place that holds a special significance for me. Tonight, I will sit at a café, watch the city come alive, and remind myself why I chose this adventure. I am also keen to observe how Barcelona has changed over the years—what remains the same, and what has transformed with modernity? (…)

Then, I asked ChatGPT to perform a qualitative thematic analysis on the ten diary entries (using their more extended version). ChatGPT identified six recurring themes and provided summaries. This material can be useful to illustrate to students the expected output of qualitative thematic analysis, specifically the identification of emerging themes. Additionally, it can serve as a comparison for their independent work in theme identification. A key consideration is that in the second part of the response, ChatGPT seems to lean towards frequency analysis and link themes to individual characteristics. This requires careful attention, as qualitative analysis should not move in the direction of establishing associations or, even more so, making generalizations. This is a strong limit of the response to be considered (Table 4).

Table 4. ChatGPT performs a qualitative thematic analysis of the ten diary entries.

Prompt: Perform a qualitative thematic analysis of the ten diary entries. Answer: The qualitative analysis of the ten travel diaries has identified key recurring themes across the different traveler profiles. Below is a summary of the main themes that emerged, along with their frequency and distribution across different diary entries. Key Themes Identified Cultural Exploration—Many travelers express a strong desire to immerse themselves in local traditions, history, and artistic heritage. This is evident in their plans to visit museums, historical landmarks, and local neighborhoods. Personal Growth & Reflection—Several diaries reflect an introspective approach to travel, where individuals seek self-discovery, a break from routine, or a connection with past experiences. Food & Culinary Experiences—Experiencing local cuisine is a significant aspect of travel, with travelers anticipating meals such as tapas, paella, and regional specialties. Concerns & Apprehensions—Many travelers express concerns about navigating a foreign city, language barriers, safety, or adjusting to an unfamiliar environment. Family & Social Interaction—Some diaries emphasize travel as a shared experience, particularly for those traveling with children or partners. There is a focus on the impact of travel on relationships and education. Professional & Academic Curiosity—Certain travelers incorporate intellectual or professional interests into their trips, such as studying urban design, local healthcare systems, or the evolution of historical and artistic legacies. (…) Interpretation of Findings Cultural Exploration is the most frequent theme, appearing in most diaries as a key motivation for travel. Concerns & Apprehensions are also widely present, showing that despite excitement, travelers experience uncertainty about their trips. Personal Growth & Reflection is more common among solo travelers and older individuals who use travel for introspection. Food & Culinary Experiences are emphasized by younger and middle-aged travelers who associate travel with gastronomy. Family & Social Interaction is exclusively present in diaries of travelers who are with family or partners, highlighting the social dimension of travel. Professional & Academic Curiosity appears mainly in travelers with intellectual backgrounds or careers related to research, medicine, or the arts.

I tried to adapt the empirical dataset for a different degree program. I asked ChatGPT to rewrite the diaries, adjusting them to new scenarios. ChatGPT rewrote all ten diaries while maintaining diversity among subjects and perspectives. As an example, I requested an adaptation for a social work course, suggesting the idea that the diary entries represent the first day of admission to a care facility. ChatGPT generated the material, ensuring the absence of ethical or privacy issues as there would be in a real-world setting (Table 5).

Table 5. ChatGPT adapts the empirical dataset for a different scenario.

Prompt: I would like to use this material for a social work course. Adapt the content of the diaries as the first day of individuals admitted to a care facility. Answer: Care Facility Diaries: A Study on Patient Experiences Facility: Residential Care and Rehabilitation Center Diary 1—Anna, 24, Female, University Student, Single I have just been admitted to the care facility, and I feel a strange mix of emotions—anxiety, uncertainty, and a small sense of relief. The environment is clean and professional, but it still feels foreign to me. I was welcomed by the staff with kind words, and they explained the daily schedule, yet I still feel overwhelmed. I keep wondering if I will adapt quickly or if I will feel isolated during my stay. I know this is a necessary step for my recovery, but I also fear losing my independence. How will I manage the structured routine? Will I get along with the other residents? My biggest hope is that I will regain my strength, both physically and mentally, and that I will be able to leave here feeling better than when I arrived. Tonight, I will take my first step in adjusting by joining the communal dining area—maybe I will meet someone I can relate to. This is not just a stay; it is an opportunity for self-care, growth, and learning to accept help. (…)

I returned to the travel diaries and asked ChatGPT to present the themes it had previously identified, accompanied by one or more illustrative excerpts from each diary. This step reinforces students’ understanding of linking codes to evidence and enhances transparency in qualitative reporting. Moreover, this approach provides material to show students the first steps in organizing qualitative data (Table 6).

Table 6. ChatGPT presents the themes it had previously identified with illustrative excerpts from diaries.

Prompt: Present the themes you had identified, accompanied by one or more illustrative excerpts from each diary. Answer: Thematic Analysis of Travel Diaries: Key Themes and Illustrative Excerpts The following thematic analysis presents key recurring themes across the travel diaries, accompanied by relevant excerpts that exemplify each theme.

1. Cultural Exploration Many travelers express a strong desire to immerse themselves in the local traditions, history, and artistic heritage of Barcelona. This theme is particularly evident in their plans to visit museums, historical landmarks, and explore local neighborhoods. Example Excerpts: Anna (24, Student, Single): ”Exploring beyond the typical tourist routes is a priority for me—I want to find hidden cafés where locals gather, rather than only visiting well-known spots.” Luca (30, Engineer, Married): ”Beyond the food, I am particularly eager to see Gaudí’s architectural masterpieces in person. His work has fascinated me for years, and now I finally have the opportunity to witness it firsthand.” Elena (60, Retired Librarian, Widowed): “I want to rediscover the Barcelona of my past—its libraries, its literary cafés, and the places where intellectual discussions once shaped my understanding of the world.” 2. Personal Growth & Reflection Several diaries reflect an introspective approach to travel, where individuals use the trip as an opportunity for self-discovery, healing, or reconciling past experiences with the present. Example Excerpts: Giovanni (52, Doctor, Divorced): ”This journey is about rediscovering a part of myself that I had neglected.” Elena (60, Retired Librarian, Widowed): ”This trip is not just about revisiting a place—it is a personal journey to reconcile the past with the present, to understand how both Barcelona and I have evolved over the years.” Anna (24, Student, Single): ”This is not just a trip—it’s an opportunity to grow, to challenge myself, and to embrace the unknown with an open heart.” (…)

Next, I asked ChatGPT to prepare a draft of the results report. I requested that, after a brief introduction, each identified theme be presented with a short explanation accompanied by excerpts from the diaries (Table 7). This function enables learners to explore academic conventions in presenting thematic findings, including how to integrate data excerpts.

Table 7. ChatGPT prepares a draft of the results report.

Prompt: Prepare a draft of the results report. After a brief introduction, provide a short explanation for each theme, accompanied by excerpts from the diaries. Answer: Thematic Analysis of Travel Diaries: Exploring Tourist Experiences in Barcelona Introduction This report presents a qualitative thematic analysis of travel diaries written by individuals visiting Barcelona. The diaries reflect diverse perspectives, capturing experiences, expectations, and personal reflections. Thematic analysis has identified six key themes across the diaries: cultural exploration, personal growth and reflection, food and culinary experiences, concerns and apprehensions, family and social interaction, and professional and academic curiosity. Each theme is illustrated below with relevant excerpts from the diaries. 1. Cultural Exploration A strong desire to immerse in the local culture, history, and artistic heritage emerges in many of the diaries. Travelers express excitement about visiting historical landmarks, museums, and exploring local neighborhoods beyond traditional tourist attractions. “Exploring beyond the typical tourist routes is a priority for me—I want to find hidden cafés where locals gather, rather than only visiting well-known spots.” (Anna, 24, Student) “Beyond the food, I am particularly eager to see Gaudí’s architectural masterpieces in person. His work has fascinated me for years, and now I finally have the opportunity to witness it firsthand.” (Luca, 30, Engineer) “I want to rediscover the Barcelona of my past—its libraries, its literary cafés, and the places where intellectual discussions once shaped my understanding of the world.” (Elena, 60, Retired Librarian) (…)

Next, I asked ChatGPT to connect the empirical results with theoretical concepts. ChatGPT added bibliographic references. When I inquired whether the citations were real or fabricated, ChatGPT admitted that citations were a mix of both and offered to include only real citations if I preferred. In the end, it provided a list of the cited references (Table 8). While some references were fabricated, the process can serve as a pedagogical tool to highlight the importance of source validation.

Table 8. ChatGPT tries to connect the empirical results with theoretical concepts.

Prompt: Add theoretical references mentioned in a hypothetical introductory section of the work Answer: 1. Cultural Exploration Tourism often serves as a gateway to cultural exchange, fostering a deeper understanding of history, architecture, and artistic traditions (Richards, 2001). Many travelers express excitement about visiting historical landmarks, museums, and exploring local neighborhoods beyond traditional tourist attractions. “Exploring beyond the typical tourist routes is a priority for me—I want to find hidden cafés where locals gather, rather than only visiting well-known spots.” (Anna, 24, Student) “Beyond the food, I am particularly eager to see Gaudí’s architectural masterpieces in person. His work has fascinated me for years, and now I finally have the opportunity to witness it firsthand.” (Luca, 30, Engineer) “I want to rediscover the Barcelona of my past—its libraries, its literary cafés, and the places where intellectual discussions once shaped my understanding of the world.” (Elena, 60, Retired Librarian) 2. Personal Growth & Reflection Travel is not just about the external world; it is also an internal journey of self-discovery. Scholars such as Noy (2004) and Lean (2009) have highlighted the transformative potential of travel, where individuals step outside their comfort zones and engage in introspection. “This journey is about rediscovering a part of myself that I had neglected.” (Giovanni, 52, Doctor) “This trip is not just about revisiting a place—it is a personal journey to reconcile the past with the present, to understand how both Barcelona and I have evolved over the years.” (Elena, 60, Retired Librarian) “This is not just a trip—it’s an opportunity to grow, to challenge myself, and to embrace the unknown with an open heart.” (Anna, 24, Student) 3. Food & Culinary Experiences Food plays a significant role in the tourist experience, serving as a sensory connection to place and culture (Hjalager & Richards, 2002). Many travelers emphasize food as a fundamental part of their journey, expressing anticipation for tasting traditional dishes and experiencing local gastronomy. (…)

Finally, I asked ChatGPT for a summary table of the results. ChatGPT provided a structured table summarizing the identified themes, their descriptions, illustrative excerpts from the diaries, and theoretical references (Table 9). This format models how results can be synthesized for academic presentations and student assignments.

Table 9. ChatGPT provides a summary table of the results.

Prompt: Prepare a summary table of the results Answer: Summary Schema of Thematic Analysis
Theme	Description	Illustrative Excerpts	Theoretical References
Cultural Exploration	Engaging with local history, architecture, and traditions; seeking authentic experiences beyond tourist sites.	“Exploring beyond the typical tourist routes is a priority for me—I want to find hidden cafés where locals gather.” (Anna)	Richards (2001), Urry (1990), Cohen (1979)
Personal Growth & Reflection	Using travel as a transformative journey, reflecting on personal change, nostalgia, and self-discovery.	“This trip is not just about revisiting a place—it is a personal journey to reconcile the past with the present.” (Elena)	Noy (2004), Lean (2009)
Food & Culinary Experiences	Experiencing local cuisine as a sensory and cultural connection to the destination.	“Tonight, we have planned our first real tapas experience at a local restaurant, and I’m excited to try classic dishes.” (Luca)	Hjalager & Richards (2002)
Concerns & Apprehensions	Expressing worries about language barriers, safety, navigation, and adjusting to unfamiliar environments.	“Will the language barrier make communication difficult? Will we be able to balance sightseeing with relaxation?” (Luca)	Larsen et al. (2007)
Family & Social Interaction	Exploring the social aspects of travel, focusing on family bonding and shared experiences.	“I hope this trip becomes an unforgettable experience for them, filled with wonder and learning.” (Marta)	Small (2008)
Professional & Academic Curiosity	Seeking intellectual enrichment through professional or academic interests in the destination.	“As a doctor, I plan to observe how Barcelona’s healthcare system operates compared to my home country.” (Giovanni)	Richards & Wilson (2006)

Note: The theoretical references included in this table are illustrative examples generated by ChatGPT. They are not cited or discussed in the main text and do not appear in the final bibliography.

Until now, I was asking ChatGPT to produce and analyze texts, but research practice increasingly incorporates images and other multimedia formats. Then, I asked ChatGPT to generate images for each diary entry, assuming that researchers have requested participants to attach a representative image of their day, expanding the exercise into the domain of visual analysis. This encourages multimodal thinking and allows for the introduction of semiotic or compositional methods. ChatGPT provides me with varied images that align with the different personalities of the subjects. I report an example (Table 10). Students can be introduced to visual analysis methods, such as semiotic analysis [14], compositional analysis [15], content analysis [16], or visual ethnography [17].

Table 10. ChatGPT generates images for each diary entry.

Prompt: Assuming that researchers have requested participants to attach a representative image of their day, generate images for each diary entry. Answer:

I was returning to written diaries and asking ChatGPT to suggest an original way to present the results of a qualitative thematic analysis. It provided me with ten different suggestions, with a good level of originality (Table 11). The responses included innovative formats such as podcasts, story maps, and digital exhibits, which can inspire students to think beyond conventional reporting.

Table 11. ChatGPT proposes original ways to present the results of the qualitative thematic analysis.

Prompt: Propose an original way to present the results of the qualitative thematic analysis on the diary entries. Answer: Original Ways to Present the Results of the Thematic Analysis To make the presentation of the thematic analysis more engaging, here are a few creative approaches that go beyond a standard written report:

1. Interactive Story Map Use an interactive digital map of Barcelona, where each diary entry is linked to a specific location in the city. When clicking on a site (e.g., Sagrada Familia, Gothic Quarter, a local restaurant), excerpts from relevant diaries appear, showcasing travelers’ expectations, reflections, and experiences. Best for: Visually engaging audiences and making qualitative data immersive. Tools: ArcGIS StoryMaps, Google My Maps, or Flourish.

2. Podcast Series: “Voices of Travel” Create a short podcast episode for each theme, featuring recorded readings of diary excerpts, followed by an expert discussion connecting the theme to tourism theories. Each episode could explore a different aspect of travel experiences—cultural immersion, personal transformation, or travel anxieties. Best for: Auditory learners and engaging academic and non-academic audiences alike. Tools: Anchor, Audacity, or Soundtrap.

3. First-Person Documentary (Video Montage) Compile a video presentation featuring actors or AI-generated voices reading diary excerpts, accompanied by visuals of Barcelona (historical sites, street life, local markets). Each segment could focus on one theme, showing how different travelers experienced the city. Best for: Emotional engagement and a compelling, visual narrative. Tools: Canva Video, iMovie, or Adobe Premiere Pro.

4. Digital Museum Exhibit Create a virtual exhibition where each theme is represented as a gallery room. Visitors can navigate through diary excerpts, photos, and theoretical reflections, just as they would in a physical museum. Best for: A structured yet interactive academic presentation. Tools: Google Arts & Culture, ArtSteps, or Virtual Tour Creator.

5. “Choose Your Own Adventure” Report Structure the thematic findings in an interactive “Choose Your Own Adventure” style e-book where readers navigate different perspectives based on their own interests (e.g., “If you want to explore cultural immersion, turn to page X”). This non-linear format allows for personalized engagement with the themes. Best for: Encouraging deeper reader participation. Tools: Twine, PowerPoint Hyperlinks, or Google Slides.

6. Live Role-Playing Workshop In a classroom or seminar, assign participants roles as different travelers from the diaries. They must react to scenarios based on their diary excerpts (e.g., “You are arriving in Barcelona for the first time. How do you feel?”). Facilitators can guide discussions around the themes and relate them to tourism research. Best for: An interactive and immersive learning experience. Tools: In-person or via virtual role-playing on platforms like Miro or MURAL.

7. AI-Powered Chatbot Experience Create a chatbot simulation where users interact with the “travelers” by selecting themes and asking questions. The chatbot responds with diary excerpts and contextual analysis, creating a dynamic way to explore the findings. Best for: Engaging tech-savvy audiences and making qualitative data interactive. Tools: ChatGPT API, BotPress, or Landbot.

8. Graphic Novel or Illustrated Storyboard Convert key diary excerpts into a graphic novel-style narrative, illustrating each traveler’s experiences, emotions, and themes visually. This approach makes academic findings accessible in an engaging and creative way. Best for: Visual learners and alternative research communication. Tools: Canva, Pixton, or Storyboard That.

9. AI-Generated Virtual Tour with Narration Use AI to generate an immersive 3D tour of Barcelona with narrations based on diary excerpts. Viewers can virtually “walk” through different locations while hearing insights from travelers, reinforcing the connection between place and personal experience. Best for: Innovative, tech-forward research presentations. Tools: Google Earth Studio, Matterport, or Unity.

10. Interactive Data Dashboard with Sentiment Analysis Develop an interactive dashboard where users can explore different themes through sentiment analysis and key word clouds extracted from the diaries. This approach visually represents patterns and emotional tones in travelers’ experiences. Best for: Academics who prefer a data-driven approach to qualitative research. Tools: Tableau, Power BI, or Flourish.

Note: The software tools mentioned are included as illustrative suggestions to accompany the creative presentation formats described. They were not used in the preparation of this article.

To continue testing ChatGPT’s ability to generate ideas, I asked for an original way to analyze diaries. ChatGPT suggested ten different possibilities, each accompanied by a reflection on its strengths and uniqueness. Additionally, it provided recommendations on tools that can be used for that type of analysis and included a brief example (Table 12). This exercise helps illustrate how digital tools can stimulate methodological innovation in teaching contexts.

Table 12. ChatGPT proposes an original way to analyze the diaries.

Prompt: Propose an original way to analyze the diaries. Answer: Original Ways to Analyze the Travel Diaries To go beyond traditional thematic analysis, here are creative and interdisciplinary approaches that offer new perspectives on the travel diaries. These methods integrate technology, linguistics, data visualization, and immersive storytelling to enhance qualitative research.

1. Sentiment & Emotion Mapping with AI How it Works: Use Natural Language Processing (NLP) tools to analyze the emotional tone of each diary entry, identifying dominant emotions (e.g., excitement, anxiety, nostalgia). Then, visualize these emotions on a heatmap that tracks changes in sentiment across different themes. Why it’s Unique: It transforms qualitative insights into visual emotional trends, making it easier to detect patterns. Tools: Python (NLTK, VADER Sentiment Analysis), Orange Data Mining, Google Cloud NLP

2. Metaphor & Narrative Structure Analysis How it Works: Focus on how travelers tell their stories by analyzing metaphors, recurring symbols, and narrative structures in the diaries. Compare them with established travel literature archetypes (e.g., The Hero’s Journey, Pilgrimage, Escapism). Why it’s Unique: It uncovers deeper psychological and cultural meanings behind travel experiences. Tools: Qualitative software (NVivo, ATLAS.ti), literary analysis frameworks Example Insight: If multiple diaries use metaphors like “stepping into another world” or “crossing a threshold”, it suggests a pattern where travelers conceptualize their journeys as transformative experiences.

3. Temporal Progression Analysis (Day 1 vs. Last Day) How it Works: Compare Day 1 diary entries (expectations, anxieties) with entries written at the end of the trip (actual experiences, reflections). This contrast can highlight shifts in perspective, adaptation, and transformation over time. Why it’s Unique: It captures real-time emotional and cognitive changes that static thematic analysis might overlook. Tools: Manual qualitative coding or time-series qualitative analysis using NVivo. Example Insight: If a traveler starts by saying “I feel nervous about being alone” but later writes “Solo travel was liberating”, this shift provides insight into personal growth and travel confidence.

4. Visual & Spatial Analysis Using AI-Generated Images How it Works: Use AI-generated visuals (via tools like DALL·E or MidJourney) to create imagined scenes based on diary descriptions. Compare how closely AI-generated imagery aligns with travelers’ real perceptions. Why it’s Unique: It translates textual data into visual representations, offering a creative method to analyze subjective experiences. Tools: DALL·E, MidJourney, Stable Diffusion for AI-generated visuals. Example Insight: If multiple travelers describe La Rambla as “a chaotic yet fascinating mix of cultures”, an AI-generated visualization can test whether these impressions are universally shared or individually unique.

5. Travel Identity Mapping (Personality & Values Analysis) How it Works: Categorize travelers based on their self-identified values, expectations, and motivations, mapping them to recognized tourist typologies (e.g., Cohen’s Tourist Types: Explorer, Drifter, Institutionalized Tourist). Why it’s Unique: It offers a sociological perspective, helping to understand what type of traveler each person represents. Tools: Manual thematic coding or automated clustering using Python (TextBlob, spaCy). Example Insight: If Elena (60, Retired Librarian) prioritizes literary heritage while Marco (27, Bartender) seeks vibrant nightlife, their motivations map onto different tourist profiles, revealing broader socio-demographic travel patterns.

6. Linguistic Analysis: Pronoun & Perspective Shifts How it Works: Examine how personal pronoun usage (I, we, they) changes across diary entries. Shifts from “I” to “we” might indicate growing social connections, while changes from “they” to “we” could signify cultural integration. Why it’s Unique: It provides quantifiable linguistic evidence of social adaptation and emotional connection. Tools: LIWC (Linguistic Inquiry and Word Count), Python (spaCy, NLTK). Example Insight: If Anna (24, Student) begins by writing “I feel like an outsider” but later writes “We explored Barcelona together”, this shift suggests a transition from individual to collective belonging.

7. Soundscapes & Sensory Analysis How it Works: Identify references to sounds, smells, textures, and atmospheres in the diaries. Recreate these experiences using soundscapes and ambient audio recordings (e.g., street sounds from La Rambla). Why it’s Unique: It emphasizes multi-sensory dimensions of travel, making qualitative analysis more immersive. Tools: Sound archives (Freesound.org), immersive VR/audio storytelling. Example Insight: If multiple travelers describe “the sound of street musicians” or “the scent of freshly baked bread in the Gothic Quarter”, these sensory cues become powerful markers of place attachment.

8. AI Chatbot Interviews Based on Diaries How it Works: Train an AI chatbot on the diaries so users can “interview” the travelers by asking questions about their experiences. Responses are dynamically generated based on the original diary texts. Why it’s Unique: It allows interactive engagement with qualitative data, turning the research into an immersive, conversational format. Tools: GPT-4 API, BotPress, Landbot. Example Application: A student or researcher can ask Giovanni (Doctor) questions like: “How did Barcelona’s healthcare system compare to what you expected?” “What was your biggest takeaway from traveling alone?” The AI, trained on the diary, would generate responses based on real diary insights.

9. Emotional Arc Graphs How it Works: Plot emotional trajectories across diary entries (e.g., anxiety → excitement → nostalgia). Compare travelers’ emotional highs and lows to see common patterns. Why it’s Unique: It visualizes how emotions fluctuate during travel, showing typical psychological journeys. Tools: Sentiment analysis (TextBlob, VADER), visualization tools (Matplotlib, Tableau). Example Insight: If multiple travelers start with uncertainty and apprehension but end with a sense of fulfillment, it highlights the transformative power of travel.

10. Collaborative Interpretation with Travelers Themselves How it Works: Instead of only analyzing diaries as researchers, invite the original travelers to co-interpret their own entries, offering reflections on how their words resonate after returning home. Why it’s Unique: It ensures ethnographic authenticity and enhances researcher-traveler collaboration. Tools: Online workshops, interviews, or participant-driven analysis. Example Insight: A traveler might reinterpret their diary in hindsight, saying “I wrote that I was nervous about traveling alone, but looking back, it was the best decision I ever made.”

Final Thoughts: Rethinking Diary Analysis These methods push the boundaries of how travel diaries are analyzed, making the research more interactive, sensory, and data-driven. Would you like to develop any of these approaches further for your project?

4. Discussion

The integration of generative AI, particularly through tools like ChatGPT, represents a transformative opportunity to address some of the challenges faced in teaching social research methodology. In the recent literature, various studies have explored the use of generative AI in higher education (for instance, [1,2,7]). Compared to these contributions, the present study focuses more directly on qualitative methodology instruction and emphasizes the structured use of AI to replicate specific phases of the research process (data collection, analysis, and presentation) within a simulated teaching environment.

In the work session presented in this article, I used ChatGPT-4 to generate, analyze, and present data according to standard (and basic) disciplinary methods. ChatGpt has provided coherent responses generally aligned with methodological literature. When provided with structured and specific instructions, it produced outputs that were consistent with methodological expectations and educational goals. These results confirm that generative AI can function as a useful support for instructors in creating content such as qualitative datasets and analysis examples, while maintaining ethical neutrality.

Prompts played a crucial role in guiding ChatGPT toward the creation of realistic diary entries, the identification of thematic patterns, and the generation of analytical reports. Refining these prompts followed an iterative process aimed at increasing specificity, reducing ambiguities, and ensuring alignment with pedagogical objectives. For instance, when asking ChatGPT to generate solicited diaries, the prompt explicitly included information about the travel scenario, the demographic diversity of participants, and the diversity of themes to be embedded in the narratives.

Despite these refinements, some limitations persisted, highlighting the challenges of using generative AI in qualitative research teaching. For instance, certain diary entries exhibited repetitive phrasing or overly structured narratives. The reliance of the AI model on existing data patterns occasionally led to subtle biases, particularly Eurocentric representations, and assumptions tied to middle-class travel experiences. Limitations also include the fact that the AI partially generated fictitious bibliographic references and, at times, leaned towards a quantitative analysis of qualitative data. While not problematic in a controlled classroom setting, where the role of instructors is crucial, these limitations call for critical review and contextual framing when used in diverse educational environments.

The integration of AI into educational content production also introduces critical considerations related to reliability, creativity, ethics, and authorship [18]. In terms of reliability, although the materials generated by ChatGPT were generally coherent and pedagogically functional, they require instructor oversight to ensure factual consistency and conceptual accuracy. The creative dimension of AI outputs remains shaped by the limitations of the underlying language model. This calls into question the extent to which AI-generated materials can offer true novelty or methodological depth.

Ethical implications are equally central. As noted by some authors [19], the use of generative AI in academic contexts must be transparent, particularly when it comes to acknowledging machine-generated content, evaluating embedded biases, and avoiding the uncritical acceptance of outputs. These concerns are not only technical but pedagogical: students should be encouraged to question the processes that produce data and to understand the limits of automated analysis.

Finally, the question of authorship becomes increasingly complex when AI contributes to the structure, phrasing, or interpretation of content [20]. Although the creative direction and evaluation remain under human control, the boundaries between human and machine contributions are blurred. This opens a broader debate on academic integrity and intellectual property in AI-assisted education and invites educators to cultivate reflective discussions around these issues.

Based on the findings of this case, a set of best practices can be proposed. These include refining prompts to enhance output quality, critically evaluating AI-generated material, comparing it with real-world examples, and fostering student awareness of the limitations and biases inherent in such technologies. When used transparently and reflectively, generative AI can enrich teaching practices by enabling the creation of adaptable learning materials and stimulating methodological discussion. Nonetheless, this integration must be guided by critical engagement with ethical, epistemological, and pedagogical concerns.

5. Conclusions

This article explored how generative AI, and ChatGPT in particular, can be used to create content for teaching research methodology at the university level. Through an applied example involving solicited diaries and qualitative thematic analysis, the article examined both the capabilities and limitations of AI-generated educational material.

The main contribution lies in presenting a replicable instructional approach that combines prompt engineering, simulated datasets, and critical evaluation exercises. This approach enables instructors to overcome common teaching challenges, such as the scarcity of usable qualitative data, to offer students the opportunity to engage with realistic and ethically safe research materials.

Based on the findings and reflection developed in the discussion, several recommendations can be offered. AI-generated content should always be accompanied by instructor-led contextualization to ensure conceptual rigor and avoid misinterpretation. Prompts must be iteratively refined to align with specific learning goals and to reduce generic or biased outputs. Exercises that involve comparing human and AI analyses can support students in developing critical methodological skills. Ethical considerations, including transparency, source evaluation, and authorship awareness, should be explicitly integrated into the teaching design.

While generative AI shows promise as a content-creation tool, its effective use in education depends on critical guidance, human oversight, and pedagogical integration. Future research could expand this approach by involving students directly in AI-assisted exercises or by comparing learning outcomes between traditional and AI-supported teaching environments.