Generative artificial intelligence and academic writing: an analysis of the perceptions of researchers in training

Abstract

Purpose The purpose of this study is to analyze the relationship between academic writing and generative artificial intelligence (AI). Design/methodology/approach This paper is characterized as exploratory and descriptive, with a qualitative approach. Two approaches were used: the first, a narrative review of the literature with a systematic search from which a data collection stage was carried out using asynchronous interviews by means of an online questionnaire. Findings The results indicate that generative AI should be seen as a complementary tool for creative and critical academic writing. The data collected also highlighted issues related to academic dishonesty and the new type of plagiarism – plagiarism made possible by technologies – as well as issues of authorship and legitimacy of work carried out with AI and the loss of reflective and critical thinking and creativity. Research limitations/implications The considerable increase in resources using AI in all dimensions of human life. Practical implications The impact that the use of generative AIs can have on the creation of knowledge and the dissemination of scientific research. Social implications The impact that the use of generative AIs can have on the creation of knowledge and on the dissemination of scientific research. Originality/value The need for academia to anticipate the use of AI in academic writing and to incorporate its benefits into this process, especially considering researchers in training.