Abstract:
The rapid advancement of Artificial Intelligence (AI) has introduced transformative
tools in academic writing, raising questions about their implications for academic
integrity, authorship, and scholarly practices. Despite growing interest, a notable
research gap remains in understanding how academics perceive and respond to these
technologies across behavioural, ethical, motivational, and social dimensions. This
study aims to explore the nuanced perceptions, attitudes, and concerns of academics
regarding the use of AI tools in academic writing. By addressing this gap, the research
seeks to inform evidence-based decision-making and guide policy development
within the academic sector to ensure responsible and effective integration of AI. This
study adopts a descriptive qualitative research method, and the data were collected
using structured questionnaires by conducting in-depth interviews with fifteen
academics from the Faculty of Management Studies at Rajarata University of Sri
Lanka. Thematic analysis was employed to examine the data, a method widely used
in qualitative research to identify, analyse, and interpret recurring themes and
patterns. The findings revealed a range of perceptions among academics on the use
of AI tools in academic writing. Key themes included behavioural perception-the
usage habits and dependency, ethical perception- concerns about plagiarism and
academic integrity, subjective perception- personal judgments and acceptance,
motivational perception - interest driven by efficiency and innovation, and social
perception- influence of peer opinions and institutional norms. In conclusion, this
study highlights the diverse perceptions of academics toward AI tools in academic
writing, emphasising the importance of clear guidelines and regulatory frameworks.
The results suggest the need to balance technological adoption with ethical
considerations, while also fostering motivation and awareness to ensure responsible
and quality-driven academic output.
