Abstract The growing presence of generative artificial intelligence (GAI) tools in academic writing has raised questions about their role in supporting students’ development as writers. While existing research has explored the capabilities and limitations of GAI, there is a notable gap in understanding students’ perspectives on its use. This study investigates whether students want to engage with GAI in their academic writing, their reasons for doing so, and how they perceive its benefits and challenges. Additionally, it touches on the role of educator transparency in using AI tools, exploring whether openly sharing such practices fosters trust and enhances the learning experience. The study highlights the importance of educators modelling ethical AI use to build a collaborative and trusting classroom environment. It also shows the shift in student strategies towards leveraging GAI tools as learning aids rather than convenience tools.
Alena Hradilová (2025) studied this question.