Integrating Artificial Intelligence (AI) literacy into writing centre pedagogy: a reflective practitioner’s perspective

Abstract

Artificial intelligence (AI) tools such as ChatGPT, Grammarly, and QuillBot are increasingly shaping how students write and learn in higher education. While these technologies offer valuable support for grammar, idea generation, and stylistic experimentation, they also raise complex questions about authorship, integrity, and access. Drawing on my experiences as a writing centre practitioner at a South African university of technology, I explore in this reflective essay how AI is transforming academic writing consultations, workshops, and tutor development. This essay identifies common student misconceptions, gaps in tutor preparedness, and tensions arising from unclear institutional policies. Building on these reflections, I propose context-sensitive strategies including consultation prompts, workshop activities, and tutor training interventions, to foster ethical and critical engagement with AI in writing support. The essay contributes to ongoing conversations on how writing centres in the Global South can mediate responsible and equitable AI use while nurturing student agency and academic integrity.