Exploring XJTLU Students’ Interactions with Generative Artificial Intelligence in Academic Writing: Towards Ethical Guidelines and Educational Interventions from Faculty Perspective

The emergence of generative artificial intelligence (GenAI) has notably transformed the landscape of academic writing, as evidenced by the widespread adoption of tools such as ChatGPT among university students. This technological shift has raised concerns regarding the potential dissemination of misinformation, instances of plagiarism, and an over-dependence on AI. This paper aims to develop a practical framework to help educators effectively guide students in utilizing GenAI for academic writing, integrating both theoretical considerations and empirical field practices. To achieve this, an anonymous online survey was conducted among third-year students at Xi’an Jiaotong-Liverpool University, revealing correlations between the frequency of GenAI use, its impact on academic performance, ethical perceptions, and moral responsibilities. These findings, in conjunction with the author’s firsthand experiences at XJTLU, served as the cornerstone for the development of a robust operational framework that prioritizes inclusion, human agency, AI competency, academic integrity, transparency, and accountability. The primary objective of this framework is to promote ethical GenAI usage among students, thereby cultivating an educational environment that empowers students to engage with AI technology responsibly.