Cognitive Authenticity, Academic Writing and Human–Artificial Intelligence

This article addresses the use of artificial intelligence in academic writing, including implications for teaching and learning in higher education. The study employed a PRISMA-informed systematic literature review using thematic synthesis to identify, screen and synthesise scholarly literature published between 2020 and 2025. Searches included Scopus, Web of Science, ERIC, PubMed, and Google Scholar using predefined Boolean search strings related to generative artificial intelligence, ChatGPT, academic writing, assessment, and higher education. Studies published before 2020 informed conceptual framing, but the systematic search and primary inclusion window focused on literature from 2020 to 2025.

Generative AI; Academic Writing; Cognitive Authenticity; Academic Integrity

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