AI-assisted writing tools have become popular, furnished with the ability to help with language and text-generation, correcting grammar, and suggesting content. However, increased dependence and reliance on AI in writing research raises ethical questions about authorship and knowledge production. This paper, therefore, examines the epistemological implications of AI-assisted writing in FULafia PG research, pointing out the ethical issues that arise when machines interfere in human writing. Drawing from participatory observation in seminar papers and proposal presentations among a select-group of FULafia PG-students, the quantitative data revealed 82% of students’ research being highly AI-assisted, while 18% indicated averagely AI-assisted; using textual analysis, insights were gained into the co-construction of knowledge and the advantages and disadvantages of such collaboration. This study reveals the ethical side of AI-assisted writing; bearing in mind the consequences for knowledge production, academic integrity, and the future of writing in FULafia PG programmes. Howbeit, exploring the connection of AI-writing and ethics, this research concludes that there is a multifaceted relationship between students, machines, and the written text. Thus, recommends accountable and credible practices in AI-assisted research among FULafia PG students.
Agede et al. (Sun,) studied this question.