Global perspectives on students’ use of AI tools in academic writing: An international faculty comparison
Article Sidebar
Main Article Content
Abstract
This study examined university instructors' perceptions of the ethical considerations surrounding students' use of AI tools, such as ChatGPT, in academic writing, with a comparative focus on China, America, Canada, and Pakistan. Utilizing a mixed-methods approach, the research gathered data through a 10-item Likert scale survey and open-ended questions, targeting 266 instructors across 68 universities. The analysis centered on three key themes: ethical responsibilities, academic integrity, and the impact of AI tools on students' originality and critical thinking. Findings revealed significant culture and contextual differences in how instructors view the role of AI in academic settings. Chinese instructors emphasized the importance of fairness, transparency, and ethical education, while instructors from Americ, Canada, and Pakistan highlighted concerns about academic dishonesty, intellectual property, and the potential for AI tools to hinder critical thinking. Despite these concerns, some instructors acknowledged the potential benefits of AI when used responsibly. The study highlighted the need for clear institutional guidelines and educational policies that address the ethical challenges of AI in academic writing, ensuring that these tools enhance learning outcomes without compromising academic integrity. The findings have significant implications for teachers, students, and institutions in navigating the evolving landscape of AI in higher education.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Alam, A., Hasan, M., & Raza, M. M. (2022). Impact of artificial intelligence (AI) on education: Changing paradigms and approaches. Towards Excellence, 14(1), 281-289. https://doi.org/10.13140/RG.2.2.15581.28646/1
Amigud, A., & Lancaster, T. (2019). 246 reasons to cheat: An analysis of students’ reasons for seeking to outsource academic work. Computers & Education, 134, 98-107. https://doi.org/10.1016/j.compedu.2019.01.017
Ananny, M., & Crawford, K. (2018). Seeing without knowing: Limitations of the transparency ideal and its application to algorithmic accountability. New Media and Society, 20(3), 973-989. https://doi.org/10.1177/1461444816676645
Bibi, A., Yamin, S., Natividad, L. R., Rafique, T., Akhter, N., Fernandez, F., & Samad, A. (2024). Navigating the ethical landscape: AI integration in education. Educational Administration: Theory and Practice, 30(6), 1579-1585. https://doi.org/10.53555/kuey.v30i6.5546
Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Koutropoulos, A., Toquero, C. M., Singh, L., Tlili, A., … Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1). https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709
Carobene, A., Padoan, A., Cabitza, F., Banfi, G., & Plebani, M. (2024). Rising adoption of artificial intelligence in scientific publishing: Evaluating the role, risks, and ethical implications in paper drafting and review process. Clinical Chemistry and Laboratory Medicine (CCLM), 62(5), 835-843. https://doi.org/10.1515/cclm-2023-1136
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
Chiu, T. K., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage Publications.Dergaa, I., Chamari, K., Zmijewski, P., & Ben Saad, H. (2023). From human writing to artificial intelligence-generated text: Examining the prospects and potential threats of ChatGPT in academic writing. Biology of Sport, 40(2), 615-622. https://doi.org/10.5114/biolsport.2023.125623
Dignum, V. (2019). Responsible artificial intelligence: How to develop and use AI in a responsible way. Springer International Publishing. https://doi.org/10.1007/978-3-030-30371-6_6
Donato, H., Escada, P., & Villanueva, T. (2023). The transparency of science with ChatGPT and the emerging artificial intelligence language models: Where should medical journals stand? Acta Médica Portuguesa. https://doi.org/10.20344/amp.19694
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges, and implications of generative conversational AI for research, practice, and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Fitria, T. N. (2021). Artificial intelligence (AI) in education: Using AI tools for teaching and learning processes. Prosiding Seminar Nasional & Call for Paper STIE AAS, 4(1), 134-147.
Guo, K., Li, Y., Li, Y., & Chu, S. K. W. (2024). Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective. Education and Information Technologies, 29(1), 1-20. https://doi.org/10.1007/s10639-023-12230-5
Guo, K., & Wang, D. (2023). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12146-0
Heather, J. (2010). Turnitoff: Identifying and fixing a hole in current plagiarism detection software. Assessment & Evaluation in Higher Education, 35(6), 647-660. https://doi.org/10.1080/02602938.2010.486471
Hutson, M. (2022). Could AI help you to write your next paper? Nature, 611(7934), 192-193. https://doi.org/10.1038/d41586-022-03479-w
Khaled, F., & Al-Tamimi, M. S. (2021). Plagiarism detection methods and tools: An overview. Iraqi Journal of Science, 62(8), 2771-2783. https://doi.org/10.24996/ijs.2021.62.8.30
Kooli, C. (2023). Chatbots in education and research: A critical examination of ethical implications and solutions. Sustainability, 15(7), 5614. https://doi.org/10.3390/su15075614
Larsson, S., & Heintz, F. (2020). Transparency in artificial intelligence. Internet Policy Review, 9(2), 1-16. https://doi.org/10.14763/2020.2.1469
Lee, A. V. Y. (2023). Supporting students’ generation of feedback in large-scale online course with artificial intelligence-enabled evaluation. Studies in Educational Evaluation, 77, 101250. https://doi.org/10.1016/j.stueduc.2023.101250
Lim, T., Gottipati, S., & Cheong, M. (2023). Ethical considerations for artificial intelligence in educational assessments. In J. Keengwe (Ed.), Creative AI tools and ethical implications in teaching and learning (pp. 32-79). IGI Global. https://doi.org/10.4018/979-8-3693-0205-7.ch003
Lu, Q., Yao, Y., Xiao, L., Yuan, M., Wang, J., & Zhu, X. (2024). Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing? Assessment & Evaluation in Higher Education, 1-18. https://doi.org/10.1080/02602938.2024.2301722
Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11, 9. https://slejournal.springeropen.com/articles/10.1186/s40561-024-00295-9
Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki. (2023). Exploring artificial intelligence in academic essay: Higher education student’s perspective. International Journal of Educational Research, 5, 100296. https://doi.org/10.1016/j.ijedro.2023.100296
Mishra, R., & Varshney, D. (2024). Academic integrity in higher education: Faculty perceptions, strategies, and digital challenges in the digital age. International Journal of All Research Education and Scientific Methods, 12(4), 1387-1396. https://doi.org/10.56025/IJARESM.2023.1201241387
Moya, B. A., Eaton, S. E., Pethrick, H., Hayden, K. A., Brennan, R., Wiens, J., McDermott, B., & Lesage, J. (2023). Academic integrity and artificial intelligence in higher education contexts: A rapid scoping review protocol. Canadian Perspectives on Academic Integrity, 5(2), 59-75. https://doi.org/10.11575/cpai.75990
Mozgovoy, M., Kakkonen, T., & Cosma, G. (2010). Automatic student plagiarism detection: Future perspectives. Journal of Educational Computing Research, 43(4). https://doi.org/10.2190/EC.43.4.e
Nguyen, A., Hong, Y., Dang, B., & Huang, X. (2024). Human-AI collaboration patterns in AI-assisted academic writing. Studies in Higher Education, 49(5), 847-864. https://doi.org/10.1080/03075079.2024.2323593
Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B.-P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4), 4221-4241. https://doi.org/10.1007/s10639-022-11316-w
Ozfidan, B., EI-Dakhs, D. A. S., & Alsalim, L. A. (2024). The use of AI tools in English academic writing by Saudi undergraduates. Contemporary Educational Technology, 16(4), ep527. https://doi.org/10.30935/cedtech/15013
Park, J.-Y. (2023). Could ChatGPT help you to write your next scientific paper?: Concerns on research ethics related to usage of artificial intelligence tools. Journal of the Korean Association of Oral and Maxillofacial Surgeons, 49(3), 105-106. https://doi.org/10.5125/jkaoms.2023.49.3.105
Perkins, M. (2023). Academic integrity considerations of AI large language models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching and Learning Practice, 20(2). https://doi.org/10.53761/1.20.02.07
Sasaki, M. (2023). AI tools as affordances and contradictions for EFL writers: Emic perspectives and L1 use as a resource. Journal of Second Language Writing, 62, 101068. https://doi.org/10.1016/j.jslw.2023.101068
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/10.1016/j.asw.2023.100752Van Dis, E. A. M., Bollen, J., Zuidema, W., Van Rooij, R., & Bockting, C. L. (2023). ChatGPT: Five priorities for research. Nature, 614(7947), 224-226. https://doi.org/10.1038/d41586-023-00288-7
Walter, Y. (2024). Embracing the future of artificial intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Education Technology in Higher Education, 21, 1-29. https://doi.org/10.1186/s41239-024-00448-3
Wise, B., Emerson, L., Van Luyn, A., Dyson, B., Bjork, C., & Thomas, S. E. (2024). A scholarly dialogue: Writing scholarship, authorship, academic integrity, and the challenges of AI. Higher Education Research & Development, 43(3), 578-590. https://doi.org/10.1080/07294360.2023.2280195
Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943-13967. https://doi.org/10.1007/s10639-023-11742-4
Zou, M., & Huang, L. (2023). To use or not to use? Understanding doctoral students’ acceptance of ChatGPT in writing through technology acceptance model. Frontiers in Psychology, 14, 1259531. https://doi.org/10.3389/fpsyg.2023.1259531