JOURNAL ARTICLE

GenAI and Academic Integrity: Redefining the Role of Writing Centres in a Shifting Digital Landscape.

  • Published In: Journal of Scholarly Publishing, 2025, v. 56, n. 2. P. 463 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Moussu, Lucie 3 of 3

Abstract

This article examines the impact of generative artificial intelligence (GenAI) on academic integrity and the evolving role of writing centres (WCs) in post-secondary education. It explores scientific, philosophical, and educational perspectives on GenAI, emphasizing how WCs can adapt by integrating digital literacies, revising pedagogical approaches, and actively participating in the development of academic integrity policies. The article highlights WCs' unique position to educate students and faculty about ethical GenAI use, foster critical thinking, and lead institutional and community collaborations to address challenges posed by GenAI tools. It concludes that embracing GenAI as a complementary resource, rather than resisting it, is essential for WCs to maintain their relevance and support student success in a rapidly changing academic landscape.

Additional Information

  • Source:Journal of Scholarly Publishing. 2025/04, Vol. 56, Issue 2, p463
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2025
  • ISSN:1198-9742
  • DOI:10.3138/jsp-2024-1122
  • Accession Number:184798066
  • Copyright Statement:Copyright of Journal of Scholarly Publishing is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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