Purpose This mixed-methods action research study investigates the integration of ethically designed generative AI tools as catalysts for active learning in English as Foreign Language (EFL) writing instruction. The research is situated within resource-constrained higher education contexts and is grounded in Kolb’s experiential learning theory and active learning principles. Design/methodology The study employed a quasi-experimental design involving 148 undergraduate students from Bahauddin Zakariya University, Pakistan. Over a 15-week intervention, an experimental group utilized AI tools (ChatGPT, Claude AI, Meta AI, and Canva) within a cognitive partnership model, while a control group received traditional teacher-centered instruction. Quantitative data on writing performance was supplemented by qualitative data from semi-structured interviews to capture student experiences and the development of ethical awareness. Findings Quantitative results show the experimental group achieved statistically significant improvements in writing performance (Z = -6.325, p
Rashid et al. (Tue,) studied this question.