The Role of ChatGPT in Academic Writing: Pedagogical and Ethical Dimensions

Konstantinos T. Kotsis

EthAIca: Journal of Ethics, AI and Critical Analysis, 2025, vol. 4, 420

Abstract: Introduction: Generative AI tools such as ChatGPT are reshaping academic writing in higher education, offering both opportunities for linguistic support and creativity, while raising concerns over authorship, plagiarism, and academic integrity. Objective: This study examines the pedagogical benefits and ethical challenges of ChatGPT in academic writing, exploring how it can be integrated responsibly into higher education practices. Methods: A qualitative thematic synthesis of 33 peer-reviewed studies, reports, and theoretical essays published between 2022 and 2025 was conducted. The analysis focused on two axes: pedagogical applications in writing instruction and ethical implications for academic integrity and authorship. Development: Findings indicate that ChatGPT can serve as a valuable writing coach, enhancing brainstorming, drafting, and revision processes, particularly for multilingual and novice writers. However, issues of algorithmic dependence, fabricated content, plagiarism risks, and unequal access remain significant. The study concludes that effective use of ChatGPT requires AI literacy, transparent disclosure, and equitable institutional policies. A balanced integration of AI, supported by critical pedagogy, can empower students while safeguarding academic standards.

Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:dbk:ethaic:v:4:y:2025:i::p:420:id:420

DOI: 10.56294/ai2025420

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