Aug 2026· Learning Futures and Emerging Technologies· pp. 1-21· 0 citations· 48 references
TL;DR
The study suggests that responsible HAICW requires instructional support beyond tool proficiency, and doctoral programs should strengthen students’ epistemic competencies, ethical enactment and self-regulatory strategies through scaffolded AI-assisted writing activities.
Abstract
This study aims to investigate doctoral students’ Generative artificial intelligence (GenAI) literacy in scientific article writing, explores their perceived roles, responsibilities, agency and ethical positioning in Human–AI Collaborative Writing (HAICW), and examines the alignment and misalignment between their demonstrated GenAI literacy and perceived HAICW practices.
An explanatory sequential mixed-methods design was employed involving 62 doctoral students from diverse academic disciplines engaged in AI-assisted scientific writing. Quantitative data were collected through a GenAI literacy assessment, followed by semi-structured interviews to deepen interpretation. Cross-case comparison was conducted to identify patterns of alignment and misalignment between literacy levels and perceived HAICW practices.
Doctoral students demonstrated high GenAI literacy (M = 7.88; Med = 8; s = 1.51; Q = 3). However, high literacy levels did not consistently correspond with a clear understanding of roles, responsibilities, agency and ethics in HAICW. Three exploratory typologies were identified, representing varying degrees of alignment between GenAI literacy and HAICW practices. Misalignment was frequently influenced by contextual pressures rather than a lack of awareness.
The study involved a limited sample of doctoral students from a specific academic context, which may constrain generalizability. In addition, reliance on self-reported perceptions in interviews may introduce subjective bias.
The study suggests that responsible HAICW requires instructional support beyond tool proficiency. Doctoral programs should strengthen students’ epistemic competencies, ethical enactment and self-regulatory strategies through scaffolded AI-assisted writing activities. Such support may enhance epistemic agency, promote responsible AI use, and reduce overreliance and ethical risks in scientific writing.
This study contributes to the emerging literature on GenAI literacy by examining its relationship with ethical, agential and epistemic dimensions of HAICW. The findings provide preliminary insights into how demonstrated GenAI literacy may be associated with responsible HAICW practices among doctoral students in scientific article writing.
Generative artificial intelligence (GenAI) is rapidly reshaping English as a foreign language (EFL) teaching. However, little is known about how experienced teachers make sense of professional AI literacy in the absence of institutional guidance. This study explored how Iranian EFL teachers experienced and interpreted their AI literacy across the five domains of the Professional-GenAI-Competence (P-GenAI-C) framework.
An interpretive phenomenological qualitative design was used. Semi-structured interviews were conducted with 35 EFL teachers working in private language institutes in Tehran and Yasuj. The P-GenAI-C domains served as sensitizing concepts in a hybrid, framework-guided analysis that retained openness to emergent meanings across participants' accounts. Interview transcripts were read repeatedly to identify significant statements and meaning units within each participant's account. These meanings were then compared across cases and synthesized into domain-specific and emergent cross-domain themes.
Teachers experienced GenAI through pedagogical ambivalence: it offered practical efficiency and creative support while generating uncertainty about accuracy, authenticity, ethics and professional responsibility. AI literacy therefore emerged as situated moral and pedagogical judgment rather than technical proficiency alone, with teachers acting as curriculum negotiators between technological affordances, local cultural expectations and human values. Preparation of Students remained a pronounced gap even among experienced teachers.
The study extends the P-GenAI-C framework beyond initial teacher education to experienced EFL teachers in an under-researched context. It shows how limited institutional policy and uneven infrastructure intensify teacher agency and support career-spanning professional development, explicit ethical guidance, peer learning communities and locally responsive AI-literacy curricula.
Masoud Taghipour· Qualitative Research Journal· 0 citations
It is argued that while GenAI acts as a digital support tool, it also risks cognitive passivity that alters students' self-competence perceptions, and higher education institutions should adapt assessment paradigms and implement structured metacognitive training.
Quoc Hoang, Minh Nam Anh Nguyen· Technium Social Sciences Jou...· 0 citations
As generative artificial intelligence (GenAI) becomes increasingly integrated into university contexts, it is essential to understand students' perspectives of the competencies needed to apply its tools for academic writing. This study conceptualized critical GenAI literacy and developed a quantitative survey from theoretical and expert sources.
The survey was then administered to undergraduate students, whose responses were randomly divided into two independent subsamples for exploratory (
n
= 214) and confirmatory (
n
= 273) factor analyses.
Based on the initial validation results, the final self-report instrument comprised four dimensions: Functional Literacy, Agency and Autonomy, Ethical and Responsible Use, and Reflective Use. The final 23-item instrument captured both applied and critical dimensions of GenAI use in academic writing and demonstrated preliminary structural validity and acceptable internal consistency within a single institutional context.
This study provides a foundation for future research on GenAI literacy and supports the development of pedagogical interventions that align with students' critical GenAI literacy levels.
Youmen Chaaban, Hiba Naccache, S. Qadhi· Frontiers in Education· 0 citations
S sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation, and the study concludes that sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation.
Jimboy Baldesco, Louie Mark G. Garvida· Psychology and Education: A...· 0 citations
It is argued that GenAI’s value cannot be judged by writing products alone but requires understanding the interplay among cognition, autonomy, and regulation.
Mohan Li· Journal of English language...· 0 citations
This study explores how digital literacy shapes research integrity among final-year Library and Information Science students at the University of Ilorin, Nigeria, within AI-mediated academic environments. Using a qualitative phenomenological approach, data were collected from thirty participants through interviews and focus groups and analysed thematically to capture students’ experiences of digital research and ethical decision making. The findings show that although students display strong ethical awareness linked to their professional identity, this does not always translate into practice. Digital competence supports source evaluation and reference management, but also enables uncritical copying, use of rewriting tools, and uncertain engagement with artificial intelligence, especially under academic pressure. Behaviour is further influenced by inconsistent supervision, unclear institutional guidance, and peer norms. The study reframes digital literacy as an ethical competence rather than a purely technical skill, showing that its role in research integrity depends on intention and context. It contributes evidence from an underexplored African setting and highlights the need for clearer, discipline-sensitive policies on AI use, alongside stronger supervision and integrity education.
A. Dunmade· IQRO Journal of Islamic Educ...· 0 citations