Reimagining academic writing in higher education in the age of artificial intelligence

Abstract

The emergence of generative artificial intelligence (GenAI) has created significant challenges for institutions of higher learning. While some academics have embraced GenAI, others have been reluctant for several reasons, including compromised assessment methods and the potential erosion of students’ critical thinking and scientific or academic writing skills. Drawing on personal lecturing experience, I reflect on the vulnerability of current academic writing assessment in the face of GenAI. This article aims to offer an alternative perspective on the teaching and assessment of academic writing, which may pave the way for the integration of GenAI into higher education teaching and assessment. It seeks to sustain the ongoing debate on GenAI integration in higher education, a discussion largely visible on platforms such as LinkedIn. A contribution of this nature is critical and a duty of all teachers.