Abstract

Conclusion. These tensions highlight the paradox of AI-assisted writing: while it can strengthen academic performance, uncritical use may compromise scholarly voice and ethical standards. The study highlights the importance of establishing clear pedagogical frameworks that promote ethical literacy and critical engagement with AI among student teachers. By narrating these nuanced experiences, this research contributes to a deeper understanding of AI’s evolving role in academic writing and offers actionable insights for educators, policymakers, and researchers seeking to integrate technology responsibly in higher education.

Keywords: Academic writing, artificial intelligence, journal article project, narrative inquiry, student teachers

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