PROPOSING A CONCEPTUAL FRAMEWORK FOR RESPONSIBLE USE OF AI TOOLS IN ACADEMIC WRITING: AN INITIAL INTEGRATIVE REVIEW
DOI:
https://doi.org/10.35631/IJMOE.829082Keywords:
Academic Writing, Ethical Awareness, Institutional Support, Perceived Usefulness, Responsible AI Tool UseAbstract
The use of artificial intelligence (AI) tools in academic writing has raised significant concerns regarding ethical usage, student dependency, and institutional preparedness. While AI technologies may offer considerable advantages in enhancing writing efficiency and quality, their misuse or over-reliance could thereby potentially undermining student learning outcomes. Despite the growing discourse on responsible AI adoption, there remains a lack of conceptual frameworks that explain what shapes students’ responsible AI tool use. Ethical dispositions, perceived usefulness and institutional contexts are the three factors that have been identified in existing literature. Therefore, this study proposes a conceptual framework that examines the relationships among ethical awareness, perceived usefulness, institutional support, and responsible AI tool use in academic writing. Guided by the Technology Acceptance Model (TAM) and Responsible AI (RAI) principles, the framework positions perceived usefulness as a mediating variable and institutional support as a moderating factor. An integrative literature review was conducted using articles retrieved from the Scopus database. Through conceptual integrative syntheses, the key findings indicate that ethical awareness plays a foundational role in shaping students’ behaviour, while perceived usefulness translates this awareness into action. Institutional support, in turn, reinforces the impact of ethical awareness onto AI use. The proposed framework offers implications for educators and policymakers in designing targeted interventions. As an initial conceptual contribution at proposing a framework, it serves as a foundation for future empirical research to validate and refine it across diverse educational contexts and promotes a balanced, ethical approach to AI-assisted academic writing.
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