ABSTRACT The integration of artificial intelligence (AI) into academic writing is reshaping how scholars conduct research and produce knowledge. This article explores how generative AI tools, such as ChatGPT, are transforming the writing process, from ideation and drafting to revision and dissemination. Focusing on higher education, it considers how these technologies intersect with the demands faced by faculty, many of whom balance research with heavy teaching or administrative loads. This article differentiates between embedded tools, such as grammar checkers and citation managers, and standalone generative models capable of co‐authoring content. While AI enhances productivity, it raises ethical concerns about authorship, ownership, and critical thinking. The authors advocate for the transparent and responsible use of AI, emphasizing best practices such as proper attribution, disclosure, and institutional oversight. AI should augment, not replace, human creativity and interpretation.
Timothy J. Ros (Sat,) studied this question.
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