Abstract:

Generative Artificial Intelligence (Gen-AI) has emerged as a transformative force profoundly influencing, if not revolutionising and reshaping the way we now teach and how students learn in higher education (HE); specifically, within a writing instruction context, Gen-AI tools have potential for having an impact by boosting learners’ motivation, automating instructional tasks, and offering instantaneous, personalised feedback to learners. As a result, these are times of unprecedented opportunities and challenges for educators. This is an exploratory qualitative case study to explore the potential of a four-stage inquiry and academic writing (IAW) model to support students' academic writing skills development in the era of Gen-AI. The model was developed to facilitate educators in two HE institutions in Ireland to respond to recent developments and to work proactively with Gen-AI tools in academic writing assessments with their students. The study firstly explored the needs of educators across business and education disciplines with regards to supporting their students’ academic writing in the era of Gen-AI and secondly introduced an IAW model as a practical support to their teaching, learning and assessment approaches. There were 15 participants in the study (from Education and Business disciplines). Findings indicate concerns among educators about the impact of Gen-AI on students’ learning and confidence along with perceived advantages of this technology for writing instruction. The study showed a positive response to the IAW model across both institutions, with clear opportunities emerging to educators using Gen-AI for the design of teaching and learning approaches, academic writing support and achieving greater authenticity in assessment. This topic provides valuable insights into implications for the potential of Gen-AI to impact learning, writing instruction, critical thinking and authentic engagement when positioned as part of the design and delivery of teaching, learning and assessment approaches. The study revealed that academic staff found the IAW model useful in responding to Gen-AI teaching challenges by outlining a simple and achievable set of considerations that could be readily adapted across disciplines and levels of study. The study furthermore highlighted the importance of proactive and integrated consideration of pedagogy and assessment design in light of Gen-AI showing that the implementation of small-scale pedagogical changes can support academic staff to make curricular revisions that harness Gen-AI while also enabling authentic engagement and supporting student learning.

Keywords:

Gen-AI, Academic Writing, Assessment, Critical Thinking, Inquiry Learning.