This paper contributes to on-going research con-cerning the validity of using Chat Generative Pre-Trained Transformer (ChatGPT) by University stu-dents. ChatGPT is a relatively new tool being de-veloped alongside numerous advancements in the realm of Artificial Intelligence (AI). A number of studies exploring possibilities of employing ChatGPT in tertiary education single out its multiple benefits stipulating though that it is still not quite lucid how far it can be used, and particularly, how it might enhance academic writing (AW) expertise among graduates without eroding their learning skills and evolving their mental inertia. Thereupon, concerns are raised in academic circles that ChatGPT may turn out to be a “double-edged sword” – while holding significant potentials for enriching student learning experiences and saving their time and effort, it also poses risks of retarding human intelligence, though being unable to entirely supplant it. Besides, AI leaves educators feeling ambivalent that over-reliance on ChatGPT can en-gender academic parasitism among cognizing sub-jects. Therefore, the primary aim of this study is to envisage prospective benefits of ChatGPT in teach-ing University students how to accomplish a re-search proposal and acquire valuable AW skills, therewith figuring out possible challenges it can engender. Employing theoretical positioning, com-parative-critical analysis, and procedural research methods, this article spotlights the concept of ChatGPT with a special emphasis on its ad-vantages and limitations in the process of conduct-ing a research project. In addition, the study offers several insights into how AI can be incorporated in tertiary education, and it also reasons further re-search in this area with regard to judicious exploi-tation of ChatGPT in University AW instruction.
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Вовк et al. (2024) studied this question.