ARTIFICIAL INTELLIGENCE AND ACADEMIC WRITING: A GLOBAL EXPLORATION OF STUDENT PERCEPTIONS AND ATTITUDES
The landscape of academic writing is undergoing a significa»t transformation due to the introduction of technologies for artificial intelligence (AI). These tools offer a variety offianctionalities, from grammar and plagiarism checking to content generation and feedback provision. As AI integration in education grows, understanding student perceptions and attitudes towards these tools becomes increasingly crucial. This study examined how common Al usage is, idiot students thought about AI-powered academic writing tools, and what best practices are for integrating Al into academic settings globally. Employing a mixed method nested design with global reach, the study investigates the potential benefits and concerns ofAl writing tools and suggestions to academic institutions. A voluntary sample of 255 participants from 6 continents completed a questionnaire adapted to Google Forms, combining quantitative and qualitative surveys. Participants under 18 received parental or caregiver assistance. The findings show that 8 in 10 students (80%) have used AZ and 1 in 10 students ahrays use AI to accomplish academic wiling. Most students (60.0%) used AI in their research work; there was no attitudinal ethical disparity in the use of AI in academic writing; however, there were concerns that the use of AI constitutes academic dishonesty, promotes academic laziness, and reduces thinking ability The study also shows that AI has come to stay; therefore, it should be included in the academic curriculum and adequately cited (fused.
;
;
