Amidst the integration of AI tools in education, ChatGPT is considered prevalent for its potential capacities. Although research into this phenomenon has been conducted by worldwide scholars, little has been known about the perceptions of Ph.D. students of non-English speaking countries. Hence, this qualitative study shifted the focus to this marginalized group of participants in a specific university in Thailand. Based on the constructivist worldview, the study featured interviews with four Ph.D. students. Data were analyzed using thematic analysis. The findings of the study uncovered a nuanced view of the use of ChatGPT in empowering academic advancement for Ph.D. students while the challenges are also significant, including the impacts on critical thinking, ethical issues, and specialized terms. The findings further advocated responsible ChatGPT use and called for institutional support in terms of academic integrity. This research design contributes a unique perspective to the discourse on using ChatGPT in education, emphasizing a contextualized experience and the needs of non-native English-speaking Ph.D. students in utilizing ChatGPT for academic purposes.