ARTIFICIAL INTELLIGENCE AND ACADEMIC WRITING FOR TRAINING IN THE DIGITAL CONTEXT OF EDUCATION: CHALLENGES AND POSSIBILITIES

Abstract

This study analyzes Artificial Intelligence (AI) as a phenomenon of significant and growing influence in contemporary education, focusing on academic writing and the transformations it brings to formative processes. The main objective is to analyze the challenges and possibilities of using AI in academic writing, considering its moral, cognitive, and pedagogical effects in the digital realm of education. Bibliographic in nature, the study analyzed theoretical works that discuss the role of emerging technologies in academic training, seeking to understand their repercussions for knowledge construction and educational practice. The research discusses AI as a tool to support scientific writing and analyzes the risks arising from its non-reflective use, such as loss of authorship, technological dependence, and compromise of academic integrity. Furthermore, it highlights the importance of teacher mediation and the creation of institutional policies that guide the ethical and responsible use of these technologies. It is concluded that, when incorporated critically and intentionally into teaching and learning processes, AI can stimulate the development of intellectual autonomy, reflection, and scientific authorship. This consolidates an academic culture based on ethics, social responsibility, and teacher training, with the conscious use of technologies in service of knowledge and the emancipation of individuals.