Exploring the ethical considerations in “AI-driven Academic writing instruction” as a tool for teaching and learning

Abstract

This study examines the ethical considerations surrounding the integration of artificial intelligence (AI) tools into the teaching and learning of academic writing in English within university contexts. The research combines quantitative and qualitative methodologies to explore university students’ perceptions, practices, and reflections, aiming to identify the main ethical concerns and challenges arising from AI use in education. Findings reveal that participants call for greater transparency in AI sources, verification of generated information, and acknowledgment of AI use in academic work. Concerns also include the loss of originality, technological dependence affecting critical thinking, biases in AI systems, and the protection of personal data. Statistical data show that most students and faculty recognize the need to establish ethical regulations that promote responsible AI use, especially at higher education levels. The methodology involved statistical analyses applied to Likert scales and open-ended interviews, along with phenomenological and content analysis to gain an in-depth understanding of participants’ experiences. The results contribute to knowledge on the social and pedagogical perception of AI in higher education, emphasizing the importance of developing institutional policies that encourage ethical and critical use. The study recommends further research to assess the long-term impact on students’ intellectual autonomy and creativity, as well as the promotion of educational programs on technological ethics and digital literacy in the academic context.