Integrating Artificial Intelligence into Academic Writing and Research Methods Courses: A Teaching Model

Abstract

The rise of artificial intelligence (AI) technologies, including tools like ChatGPT, has transformed higher education by offering new forms of support for academic work. These tools assist graduate students in generating ideas, improving their writing, and conducting research more efficiently. However, such benefits come with concerns regarding academic honesty, particularly when students present AI-generated work as their own.

          This paper outlines a structured teaching model that incorporates AI into graduate-level Academic Writing and Research Methods courses while encouraging ethical and responsible use.
Rather than replacing student effort, the model treats AI as a companion tool that enhances learning. Students are guided to use AI in the initial stages of their work—for brainstorming, outlining, and exploring ideas—while retaining ownership of the final content. Reflective assignments are used to help students examine their process and document their interactions with AI.
          A central feature of the model is AI literacy, which equips students with skills to critically evaluate the content generated by AI and validate it using academic sources. The integration of university library resources is essential to maintaining the credibility and depth of student research. By cross-referencing AI outputs with peer-reviewed materials, students strengthen their understanding of the subject and develop research competence. This pedagogical approach aims to promote thoughtful engagement with technology, preserve academic standards, and enhance key academic skills. The model supports instructors in designing learning activities that integrate AI meaningfully while fostering students’ intellectual development.