Exploring the Use of ChatGPT in Academic Writing: A Systematic Literature Review on Undergraduates’ Perceptions

Abstract

The growing reliance on artificial intelligence in education has ignited discussions among students, faculty, and policymakers, particularly regarding its role in academic writing. With the rise of AI-powered tools like ChatGPT, undergraduates are navigating new ways to enhance their learning experience. While some perceive ChatGPT as a valuable assistant for enhancing learning experience, there is a noticeable scarcity of data on critical thinking among students, especially in the context of AI-assisted learning. This paper conducts a systematic literature review to examine undergraduate perceptions of ChatGPT in academic writing. Using the PRISMA methodology, the review gathers data from Scopus and other relevant databases to analyse how students perceive and utilize AI tools in their academic journey. The findings provide valuable insights for higher education institutions, helping to inform policy development and framework enhancements that balance technological innovation with academic ethics. By establishing clear guidelines on AI usage, universities can ensure that students leverage AI responsibly while maintaining the core values of originality, critical thinking, and academic honesty.

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