The disruptiveness of AI-chatbot writing: a study on perspectives of academics in Africa about ChatGPT in academic writing

Abstract

AI-Chatbot writing tools like ChatGPT are becoming rampant in academic writing due to complex academic writing standards. However, the adoption of ChatGPT in academic writing poses challenges, including potential impairments to academics’ critical thinking, creativity, and originality, as well as ethical and policy concerns, particularly within Africa's diverse cultural and linguistic landscape. Therefore, this study seeks to examine the benefits and challenges of adopting ChatGPT in an academic environment from the perspective of African academics. Using a quantitative research method via online questionnaires administered to academics across African universities, the study found that most respondents believe that the benefits of using ChatGPT in academic writing outweigh its risks. The study also identifies the necessity for policies that recognize the context, ethical education, and processes for responding to academic ill-ethicality or biases, to support responsible use. It was found that issues surrounding ethics and building frameworks that positioned ChatGPT more integrative, responsive, communicative, and collaborative are more likely to lead to sustainable engagement with and use of ChatGPT, as opposed to addressing the more ethical issues.