Artificial intelligence-based writing tools in education: Impacts on students’ academic ethics, learning performance, and skill development
Abstract
Artificial Intelligence-driven writing assistants in the educational field has posed serious issues regarding the aspects of academic ethics and learning performance and skill acquisition, with the concerns about the impact of generative AI and large language models and writing assistance tools on student learning behaviors. Many institutions have been grappling with the challenges of ensuring academic integrity, responsible AI usage, and authentic assessment. This paper provides a literature review with the PRISMA and a review on AI writing tools in education and the impact of these tools on academic ethics, student performance, and skill acquisition on learning. The review was conducted to find the studies published on generative AI, AI assisted learning, and digital literacy integration. Results of the collaboration to human-AI, self-regulated learning, AI literacy, and educational innovation were synthesized in the analysis with a special focus on the productivity benefits and ethical risks. It is demonstrated that AI writing systems enhance the quality of writing, cognitive learning, and efficiency, but also cause the threat of plagiarism, over-reliance, and the lack of critical thinking in case of unsupervised use. The results indicate the necessity of AI regulation, ethical principles, and skill-based pedagogy to ensure the AI-assisted learning complements instead of substituting the student competence. The conclusion of the review is that the future of AI in education will be determined by combining responsible AI practices, AI literacy training, and redesigned assessment strategies which allow fostering authentic learning and utilizing the advantages of intelligent technologies in writing.
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Copyright (c) 2026 Sunil Kumar Sahu (Author)
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Copyright (c) 2025 International Journal of Applied Resilience and Sustainability (IJARS) 
This work is licensed under a Creative Commons Attribution 4.0 International License.