<p>Training in gynecologic oncology requires mastery of complex decision making and technically demanding procedures, yet opportunities for repetitive practice are often limited by case volume, patient-safety considerations, and unequal access to expert supervision. Artificial intelligence (AI) has therefore attracted attention as a potential adjunct to simulation-based and feedback-intensive surgical education. This qualitative study explored how educators and learners perceive the role of AI in gynecologic oncology training. Semi-structured interviews were conducted with five gynecologic oncology faculty members and ten postgraduate obstetrics and gynecology trainees at a university-affiliated teaching hospital. Interview data were analyzed using inductive thematic analysis. Three themes were identified: AI as a tool for expanding deliberate practice and structured feedback, barriers that limit acceptable adoption, and conditions required for responsible implementation. Participants described AI-enhanced simulation as valuable for risk-free rehearsal, exposure to uncommon cases, and more objective assessment, while also emphasizing concerns about realism, cost, access, and data governance. Both groups supported a hybrid educational model in which AI supplements rather than replaces human mentorship. These findings suggest that AI can strengthen gynecologic oncology education when it is integrated into competency-based curricula, accompanied by faculty oversight, and supported by appropriate ethical and infrastructural safeguards.</p>