Abstract

This exploratory study investigates the growing integration of Artificial Intelligence (AI) in university academic writing, focusing on the perceptions of students from the Literacy Courses (CNLE) at the National University of Colombia. The main objective is to present these students’ perceptions regarding the use of AI in academic writing. Through a qualitative study with a phenomenological design, data was collected through qualitative questionnaires administered to 94 students and semi-structured interviews conducted with 10 students. The results offer valuable insights into the use of AI in academic communication and suggest strategies for its integration in education. An in- crease in the use of AI tools in academic writing is observed, although ethical and quality concerns also arise, especially regarding the loss of autonomy and genuine learning by students, emphasizing the importance of balancing its use with the development of writing and critical thinking skills. These diverse perspectives underscore the need for ongoing reflection on the role of AI in education.

Keywords:
academic writing; Artificial Intelligence; literacy; university education; digital literacy