This study is based on a fundamental pedagogical inquiry: In what ways can artificial intelligence function as a safe and reliable assistant? More specifically, how can learners and educators be guided to employ ChatGPT, Gemini and comparable AI-based tools as effective instruments for learning and research in higher education 3, rather than as mechanisms for academic misconduct? 3 59. To address this question, the proposed approach was applied to the present article itself as a proof-of-concept methodology. The results were both constructive and promising, demonstrating that, when integrated within a well-defined methodology and used with conscious awareness, AI tools are capable of fostering critical thinking, enhancing research competencies, and promoting autonomous learning 789. Building on these insights, this experiment, supported by a review of the relevant literature, proposes a roadmap for harnessing artificial intelligence in academic contexts in an ethical, productive, and mutually beneficial manner, for both learners and educators, across domains of scholarly research and educational practice.
Khalil Ajami (Tue,) studied this question.