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This study examines the impact of Generative AI (GenAI) chatbots on improving students' academic writing and critical thinking skills. It addresses ethical and operational challenges, including concerns about academic integrity within AI in education (AIEd). Our study aims to analyze perspectives from a diverse array of stakeholders to inform the creation of effective GenAI chatbots. The insights gained will guide the development of comprehensive AI literacy and robust regulatory frameworks, ensuring that these advancements are both ethically sound and practically viable. The primary focus of the study is to understand stakeholders' expectations of GenAI in academic writing, leading to the development of CHAT4ISP-AI, a specialized chatbot aimed at improving the academic writing, analytical, and critical reasoning skills of first-year undergraduate social science students. This study promotes a contemporary educational approach by fostering collaboration among teachers, students, and other stakeholders, significantly advancing the integration of AI into the educational system, and thus preparing students for an AI-driven future.
Taiye et al. (Mon,) studied this question.