Generativ AI i akademiskt skrivande : En kvantitativ studie om universitetsstudenters användning, utmaningar och strategier

Sammanfattning

In recent years, generative artificial intelligence has become more common in higher education, particularly within the context of academic writing. University students are using AI tools such as ChatGPT to support idea generation, language refinement and structural organization of texts. However, this development also raises critical questions regarding credibility, academic integrity and the lack of clear institutional guidelines. This study investigates how university students engage with generative AI in academic writing, what challenges they face and what strategies they adopt to ensure reliability and ethical use of AI-generated content. The study is based on a survey answered by 20 students at Linnaeus University, studying IT-related programs. The result shows that students mainly use AI to generate ideas, improve their language and structure their text. Not to write full assignments. Students are aware of the risks of using AI, such as incorrect information or crossing academic rules. Many students avoid copying text directly and instead edit and check the content before using it. Some students choose not to use AI at all in academic writing because they want to learn on their own or are unsure about what is allowed. A common problem is that the universities do not have clear guidelines about how and when AI can be used. The study concludes that generative AI can be a helpful tool if used with care and critical thinking. However, universities need to take a more active role in giving students clear rules and support on how to use AI in a responsible and honest way.