With the widespread use of AI tools in education, students’ writing increasingly reflects AI-generated styles. We named this emerging phenomenon “AI-lization.” This article examines AI-lization in academic writing, highlighting policy gaps and limitations of detection tools. It proposes strategies for higher-education stakeholders, including AI literacy education, reflective documentation, clear institutional guidelines, and transparent AI design, promoting authentic learning. By moving beyond detection-focused approaches, our work reconceptualizes originality as an evolving process and offers practical guidance for ethical AI integration, supporting creativity, reflection, and integrity in the AI era.
Lin et al. (Thu,) studied this question.
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