International Conference on Technological Intelligence and Business Strategies

Authors - Najera R. Umpar, Apolinar P. Datu, Minsoware S. Bacolod, Soraya R. Umpar, Darwin B. Reyes, Albert Lee A. Catibayan, Klifford L. Carlos, Francia F. Murao
Abstract - The widespread use of artificial intelligence (AI) tools into the world of academia has brought about substantial changes to the way scholars write. This paper examines how faculty view AI tools for use in academic writing through their own experiences of using these tools. Also, it explored their capacity to produce research publications and the integrity of the research being produced. Using a qualitative research design, the study gathered data through semi-structured interviews with faculty selected purposively using AI enabled tools such as ChatGPT, Sci.ai and Grammarly) during their writing process to collect data. Thematic Analysis was utilized to identify common themes within faculty member's accounts of their experiences. The findings of the study indicate that faculty perceive AI tools as valuable to enhance the speed in which they complete writing tasks, and also to improve grammar usage while writing, and to assist in idea generation; however, there were concerns voiced about overusing AI tools, ethical concerns with using AI tools, and how AI tools affect a faculty member's ability to think critically and produce work that is original. Additionally, the digital literacy level of faculty members who participated in this study reflects their ability to be able to adopt and incorporate these technologies into their daily teaching and research activities; thus, varying levels of digital literacy influence how a faculty member adopts and incorporates these technologies into their academic productivity. The study underscores the need for clear institutional guidelines and capacity-building initiatives to ensure the responsible and effective use of AI in academic writing. By providing insights into faculty experiences, this research contributes to the growing discourse on AI integration in higher education and offers implications for policy development, pedagogical practices, and future research.