Use of artificial intelligence tools in university academic writing: a systematic review
DOI:
https://doi.org/10.5281/zenodo.23111613Keywords:
artificial intelligence, writing instruction, university educationAbstract
This study aimed to analyze the existing evidence in the scientific literature on the use of AI tools in university academic writing. A qualitative, documentary-based methodological approach was chosen, employing a systematic review through the PRISMA framework. An initial search was conducted in the Scopus, ScienceDirect, and Redalyc databases, covering the period from 2023 to 2026. Ultimately, 41 studies were included in the final analysis. The results showed that the studies converge on four thematic areas: students' perceptions and attitudes, the impact of AI on academic writing, autonomy and critical thinking, and pedagogical strategies from an ethical perspective. The study concludes that AI optimizes the linguistic efficiency of academic writing but reduces originality and argumentative depth when its use is unsupervised; therefore, its value and formative use depend on a pedagogical and ethical integration that preserves student agency and strengthens critical thinking.
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