In today’s world, artificial intelligence (AI) is widely integrated into many aspects of daily life, including the education sector. It has increasingly become a necessity as it helps to ease human tasks and improve efficiency. In the academic context, AI tools are now being used to support learning and teaching activities, particularly in academic writing. Given this growing relevance, this paper aims to examine students’ perceptions of the impact, usage, knowledge, and overall perception toward the use of AI in academic writing. By employing a quantitative research approach, 349 responses were obtained through simple random sampling techniques and the data were analysed using SPSS v29. The results revealed that the majority of students have a positive attitude and perceptions on the use of AI in academic writing. Other than that, it was also discovered that there is no significant difference between male and female students. The findings of this study hold implications not only for students but also for curriculum integration. As AI-assisted writing becomes more prevalent, higher education institutions must consider embedding responsible AI literacy into academic writing courses to familiarise students with the technology. Educators are also required for continuous professional development and upskilling to integrate AI responsibly into teaching and assessment practices. Addressing these issues can promote ethical, balanced, and pedagogically sound use of AI in academic contexts.
Ahmad et al. (Wed,) studied this question.