As little is known about the use of generative artificial intelligence (GenAI) in Thailand, this article uses semi-structured interviews with twelve Chulalongkorn University members to shed light on the subject. The interviews reveal a variety of themes related to GenAI, which the article then discusses in relation to academic libraries’ services.
By Lukas Tschopp*
(15 Oct 2025) Generative artificial intelligence (GenAI) is currently a hot topic of discussion. It is being talked about in educational institutions and in business, as well as in pubs and at bus stops. This article reflects on part of this discussion, as it recently unfolded at Chulalongkorn University. To this end, during a two-month fellowship programme the author conducted semi-structured interviews with twelve university members to ask about their views on and use of GenAI. The article contributes to a better understanding of how generative AI is finding its way into Thai universities. The author links the findings to the question of what they mean for educational offerings at university libraries.
Designed to simulate human interaction, GenAI poses a risk of emotional dependency
People use GenAI not only as a tool for structuring or revising texts, but also as a platform on which to share personal concerns. The interviews suggest that GenAI is seen as a safe place to discuss personal challenges. For example, one person talked about how they use GenAI to get advice on mental health issues. Another person reported that GenAI allows them to engage in conversations that are not welcome in their existing social relationships. Both examples imply a surprising level of confidentiality, given that the protection of personal data is not consistently guaranteed when using the platform. Added to this is the risk of developing a form of dependency, as GenAI has been trained to keep the conversation going. A lecturer emphatically pointed this out when she expressed concern that GenAI can suggest an emotional attachment that is not based on a mature human relationship.
Within GenAI, the idea of creativity becomes questionable
Several reports described how people use GenAI to develop ideas or gain inspiration. What seems obvious and understandable at first glance was also reflected upon in relation to human creativity and scientific work. Whether an idea produced with the help of GenAI can be considered creative, even though the technology is based on statistical methods, is controversial. The question arises as to whether these ideas, based on existing inputs from other people, are merely a repetition of what already exists. In this context, one person pointed out that the reuse of one’s own ideas or texts by third parties is a problem. In other words, once content has been entered into a GenAI text slot, it becomes public domain, and the protection of one’s own ideas cannot be guaranteed.
Breaking down findings to broaden outreach
While some talk about how they use GenAI to edit, correct and revise their written work, others report how they use GenAI in their private lives. They plan their next holiday or create instructions for their parents on how to repair the coffee machine using GenAI. Simplifying complex issues is a use case that is also relevant in the context of research. One person reports on their attempts to use GenAI to describe their research results in a way that is understandable to a wider audience. The same person also points out that laypeople could use AI tools to participate in the data collection of research projects themselves. This indirectly establishes a connection to topics such as citizen science and scholarly communication.
Prior knowledge is needed to evaluate the content
One person reported how they use GenAI to prepare their lessons and formulate exercises. It is noteworthy that this person found that GenAI sometimes provides inaccurate answers when calculating mathematical formulas. This is all the more surprising given that the consequences of incorrect calculations can be devastating, for example in the field of statics. Another person who primarily uses GenAI as a sparring partner for learning expressed a similar view. Although they rate GenAI very positively, they also note that they would not be able to work with it to the same extent if they did not have relevant prior knowledge in the subject area. In both cases, it is clear that the use of GenAI requires the person to be able to classify, check and, if necessary, correct the results.
While the above observations reveal a variety of relevant themes, the question remains which actions academic libraries should prioritise. Therefore, three ideas are presented below to bridge the gap between the observations and potential future library services.
Academic libraries promote lifelong learning
Working with and on academic texts remains central to this. Libraries can expand their existing writing advice services to consciously integrate the use of GenAI in order to highlight the opportunities and risks of GenAI. In addition, libraries can offer targeted services for researchers who want to communicate their research results not only through academic publications but also to a wider, interested public.
Services that provide information on topics such as privacy, data protection and plagiarism and make these tangible using concrete examples from practice are also desirable. Services that explain the regulations of individual publishers such as Springer or Wiley on the use of GenAI and show how these companies use AI in their field of activity can be worthwhile here.
In light of potential calculation errors or a lack of expertise, the ability to evaluate information is of central importance. Library services in this area are desirable, regardless of whether they are located in the area of information literacy or AI literacy. This topic could gain momentum in the future if AI-generated publications make it even more difficult to find relevant content.
Ultimately, all these potential services contribute to the same vision. Academic libraries empower university members to develop the skills required to utilise GenAI reflectively and critically in their studies, teaching and research. In doing so, they take responsibility for creating a society in which people engage critically and independently with information throughout their lives.
*Lukas Tschopp is a liaison librarian for healthcare professions at the University of Zurich. He is participating in the Chula-Global Library Visiting Fellowship Programme at Chulalongkorn University in 2025. In a recent article for the news section of the International Federation of Library Associations and Institutions (IFLA), he discusses his fellowship experience in more detail: https://www.ifla.org/news/the-chula-global-library-visiting-fellowship-program-a-contribution-to-ai-literacy-in-southeast-asia/ His ORCID is https://orcid.org/0009-0000-9263-4358
