Algorithmically-driven writing and academic integrity: exploring educators' practices, perceptions, and policies in AI era
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Background: Despite global interest in the interface of Algorithmically-driven writing tools (ADWTs) and academic integrity, empirical data considering educators' perspectives on the challenges, benefits, and policies of ADWTs use remain scarce. Aim: This study responds to calls for empirical investigation concerning the affordances and encumbrances of ADWTs, and their implications for academic integrity. Methods: Using a cross-sectional survey research design, we recruited through snowball sampling 100 graduate students and faculty members representing ten disciplines. Participants completed an online survey on perceptions, practices, and policies in the utilization of ADWTs in education. The Technology Acceptance Model (TAM) helped us understand the factors influencing the acceptance and use of ADWTs. Results: The study found that teacher respondents highly value the diverse ways ADWTs can support their educational goals (perceived usefulness). However, they must overcome their barrier threshold such as limited access to these tools (perception of external control), a perceived lack of knowledge on their use (computer self-efficacy), and concerns about ADWTs' impact on academic integrity, creativity, and more (output quality). Conclusion: AI technologies are making headway in more educational institutions because of their proven and potential benefits for teaching, learning, assessment, and research. However, AI in education, particularly ADWTs, demands critical awareness of ethical protocols and entails collaboration and empowerment of all stakeholders by introducing innovations that showcase human intelligence over AI or partnership with AI.
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Inequities in AI writing tool adoption stem from limited digital infrastructure, policy gaps, English-centric tool design, and socio-cultural barriers.
“These inequities stem from limited digital infrastructure, policy gaps, English-centric tool design, and socio-cultural barriers (Chan, 2023; Gustilo et al., 2024; Kalim et al., 2025).”
From Reimagining writing assessment for the AI era: a systematic review on balancing AI support and authentic skill growth (2026) · cites this paper as Gustilo et al., 2024
The Study limitations section links limited AI-writing-tool use in the Philippines to inadequate internet and technology infrastructure, while Reasons for the unpopular use of ADWTs identifies a lack of institutional guidelines as a barrier to adoption. The paper does not identify English-centric tool design or socio-cultural barriers as causes of these inequities, and it says the digital divide was not the study’s primary focus (Empowerment). No page numbers are available in our copy. (LLM, conf=0.87)
Experimental — accuracy not yet measuredThe concentration of research, policy development, and pedagogical expertise in Global North contexts creates an epistemological asymmetry where frameworks and best practices reflect particular cultural assumptions about authorship, collaboration, and intellectual property that may not translate seamlessly across diverse educational traditions.
“The concentration of research, policy development, and pedagogical expertise in Global North contexts creates an epistemological asymmetry where frameworks and best practices reflect particular cultural assumptions about authorship, collaboration, and intellectual property that may not translate seamlessly across diverse educational traditions (Chan, 2023; Gustilo et al., 2024).”
From Reimagining writing assessment for the AI era: a systematic review on balancing AI support and authentic skill growth (2026) · cites this paper as Gustilo et al., 2024
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- Bigrams:-"ChatGPT to"-"I use"-"to rephrase"-"research article(s)"-"grammar checking"-"thesis statements"-"reading lists"-"data analysis"-"academic English"-"Python codes"-"research gap"-"key words"-"flow of"-"writing flow"- "Microsoft Bing".
- Use of ChatGPT for Literature Review 2. Use of ChatGPT for Writing Assistance 3. Use of ChatGPT for Research Ideas and Concepts 4. Use of ChatGPT for Paraphrasing and Rephrasing 5. Use of ChatGPT for Manuscript and Proposal Writing 6. Use of ChatGPT for Theory Recommendation 7. Use of ChatGPT for Grammar Checking and Tone Analysis 8. Use of ChatGPT for Thesis Brainstorming 9. Use of ChatGPT for Article Collation 10. Use of ChatGPT for Conceptual Guidance 11. Avoidance of Plagiarism with ChatGPT 12. Use of ChatGPT for Research Framework Suggestions 13. Use of ChatGPT for Brainstorming Research Questions and Hypotheses 14. Use of ChatGPT for Preliminary Data Analysis 15. Use of ChatGPT for Conference Preparation 16. Use of ChatGPT for Clarification and Elaboration 17. Use of ChatGPT for Translation into Academic English 18. Use of ChatGPT for Drafting Research Outlines 19. Use of ChatGPT for Coding Assistance 20. Use of ChatGPT for Reference Generation 21. Use of ChatGPT for Research Gap Identification 22. Use of ChatGPT for Problem Formulation 23. Use of ChatGPT for Keyword Search 24. Use of ChatGPT for Concept Finding 25. Use of ChatGPT for Improving Writing Flow 26. Use of ChatGPT for Initial Information Scouring
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- Authors
- Gustilo, L., Ong, E., & Lapinid, M. R.
- Affiliations
- De La Salle University (PH)
- Corresponding author
- Gustilo, Leah
- Venue
- International Journal for Educational Integrity
- Published
- 2024-03-20
- Volume
- 20
- Issue
- 1
- ISSN
- 1833-2595 (ISSN-L)
- OpenAlex
- W4395064233
- Cited by
- 89
- References
- 70
- Citations by year
- 2026: 44 · 2025: 36 · 2024: 9
- FWCI
- 33.46
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- International Journal for Educational Integrity (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Greater South Information System
- Funders
- De La Salle University
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Safety Research › Academic integrity and plagiarism
- Social Sciences › Safety Research › Ethics and Social Impacts of AI
- Keywords
- academic integrity, artificial intelligence in education, teacher perceptions, technology acceptance model, computer self-efficacy, perceived usefulness, perceived ease of use, AI adoption barriers, graduate students, university faculty, creativity, output quality
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