Analysis of the Dilemmas and Causes of “Supervisor-Counselor” Collaborative Education in Universities in the Context of AI
DOI:
https://doi.org/10.54097/spegdh15Keywords:
Large language models, supervisor-counselor collaboration, collaborative education, zero-sum game, graduate educationAbstract
The deep application of large language model (LLM) technology has injected new momentum into the reform of graduate education while also posing profound challenges to the traditional “supervisor-counselor” collaborative education model. Based on synergy theory and game theory, and drawing on existing literature and typical practical cases, this paper systematically analyzes the practical dilemmas and underlying causes of “supervisor-counselor” collaborative education in universities. The study finds that the current “supervisor-counselor” collaborative education is mired in a triple “zero-sum game” dilemma, in which conceptual gaming leads to goal fragmentation, responsibility gaming leads to boundary ambiguity, and evaluation gaming leads to dispersed motivation. This paper further analyzes the deep logic of dilemma formation from the institutional, technological, and cultural dimensions. Breaking the zero-sum game of “supervisor-counselor” collaboration and moving toward a technology-empowered positive-sum game has become an urgent task for enhancing the management and service capacity of graduate education.
Downloads
References
[1] Zhang, J., & Zhang, Q. J. (2021). Collaborative education of graduate supervisors and counselors: Value implications, realistic dilemmas, and path selection. Journal of Graduate Education, (1), 22–28. (in Chinese)
[2] Chen, L., Wang, J. C., & Guo, Q. H. (2025). Research on the path to strengthen "supervisor-counselor" collaborative education for graduate students in the new era. Journal of University of Science and Technology Beijing (Social Sciences Edition), 41(2), 43–49. (in Chinese)
[3] Shi, W. H. (2021). The internal logic and practical path of collaborative education between graduate supervisors and counselors. Studies in Ideological Education, (3), 130–134. (in Chinese)
[4] Jiao, L. T. (2023). Research on the path of artificial intelligence empowering "three-whole education" in universities. School Party Building and Ideological Education, (17), 72–75. (in Chinese)
[5] Haken, H. (2005). Synergetics: The mystery of nature’s composition (F. H. Ling, Trans.). Shanghai Translation Publishing House, pp. 1–4. (in Chinese)
[6] Jiao, L. (2022). Collaborative education of graduate supervisors and counselors: Value, dilemma, and breakthrough. Guide to Ideological and Theoretical Education, (5), 148–152. (in Chinese)
[7] Li, L. J., Li, Y. T., Wu, H. Y., et al. (2024). Research on the mechanism and path of collaborative education between medical graduate supervisors and counselors. China Continuing Medical Education, 16(20), 178–181. (in Chinese)
[8] Kang, X. X. (2022). The dilemma and breakthrough in constructing a collaborative education mechanism between graduate supervisors and counselors. Academic Degrees and Graduate Education, (5), 62–68. (in Chinese)
[9] Parker, L., Carter, C., Karakas, A., et al. (2024). Graduate instructors navigating the AI frontier: The role of ChatGPT in higher education. Computers and Education Open, 6, 100166. https://doi.org/10.1016/j.caeo.2024.100166
[10] Wang, H., Zhou, X., Ji, Y. B., et al. (2025). Exploration of the current situation and path of collaborative education between supervisors and counselors in graduate ideological and political education in universities: Taking a local agriculture and forestry university as an example. Journal of Higher Education, 11(1), 155–159. (in Chinese)
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Academic Journal of Applied Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
