Assessing the Awareness, Utilization, Perceived Benefits, and Challenges of Generative Artificial Intelligence Tools in Academic Writing among Graduate Students

Abstract

The rapid evolution of Generative Artificial Intelligence (AI) is revolutionizing academic writing practices. This study investigates its impact on graduate students at a Philippine Catholic university. The research specifically assesses the awareness, utilization, and perceptions of Generative AI tools among 150 thesis and dissertation writers. The findings reveal a high degree of awareness and widespread utilization of these tools. ChatGPT is particularly favored for tasks such as proofreading, brainstorming, and research. The perceived benefits of these tools include enhanced efficiency and accessibility, streamlining various aspects of the writing process. The study also uncovers that social media and peer networks are the primary sources of information about these tools. However, challenges persist. Notable concerns include the potential erosion of critical thinking skills, the opacity of AI algorithms, and broader ethical considerations related to plagiarism and bias in AI-generated content. The study further establishes a positive correlation between awareness and utilization of these tools. This underscores the need for targeted educational interventions that promote responsible AI utilization. This research offers valuable insights that advance understanding of the evolving role of AI in education, particularly within the specific Philippine context. The findings support adopting a balanced strategy for integrating AI into academia. This approach aims to empower students to fully utilize the advantages of AI tools while concurrently critically assessing their outputs and strictly adhering to academic integrity standards. The results underscore the essential requirement for clear institutional policies, comprehensive training initiatives, and open discourse. These elements are necessary to guarantee that AI functions as a mechanism for enhancing academic exploration, rather than substituting for fundamental human skills and ethical judgment.