Integrating generative AI and reference management tools in assignment writing: insights from an ODeL context

The rapid advancement of generative Artificial Intelligence (AI) and reference management technologies is transforming academic writing practices in higher education. This qualitative instrumental case study investigates how generative AI and reference management tools are integrated into assignment writing at Zimbabwe Open University within an Open and Distance eLearning (ODeL) environment. Data were collected through semi-structured interviews with seven lecturers and one quality assurance coordinator, as well as focus group discussions with fourteen students selected through purposive sampling. Guided by the Constructivist Learning Theory, the study examined the pedagogical implications of AI-supported writing practices. Findings reveal that tools such as ChatGPT, Grammarly and Mendeley enhance writing quality, research efficiency, accessibility, and learner confidence. However, concerns regarding overreliance, academic integrity and diminished critical engagement were also identified. The study recommends the development of institutional policies, ethical training frameworks and curriculum adjustments to promote responsible and pedagogically sound integration of generative AI tools in ODeL contexts.