Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project number: 2023-1-NL01-KA220-HED-000155675. Description of case The paper explores how generative AI, specifically ChatGPT, impacts academic writing. It analyses ChatGPT's potential as a tool for enhancing research, drafting, and editing processes in academic contexts. The paper also addresses ethical concerns, such as originality, plagiarism risks, and the evolving role of AI in education. It advocates for integrating AI responsibly, balancing its benefits with maintaining academic integrity and critical thinking skills. Lessons learned The study delved into how academics perceive the use of ChatGPT in their writing. ChatGPT as a Supportive Tool: While participants acknowledged ChatGPT's potential, they emphasised its role as an aid for academic writing, not a substitute for human creativity and critical thinking. The focus remained on human researchers utilising their expertise to guide the writing process. Strengths of ChatGPT: The study highlighted ChatGPT's strengths in handling repetitive tasks. These include grammar and proofreading, data analysis, and structuring arguments within a text. Additionally, participants found it helpful for presenting information in a clear manner, organising ideas, and even interpreting research data. Implications for practice The study emphasises the need for responsible and transparent use of ChatGPT in academic writing: Transparency is Paramount, since researchers must be clear and upfront about the extent to which ChatGPT was of a contribution to their work. This could involve disclosing the use of the tool in the methodology section or footnotes of a paper.
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