Research team examine ethical and methodological use of generative artificial intelligence in higher education

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University of Phoenix College of Doctoral Studies scholars Patricia Akojie, Ph.D., Marlene Blake, Ph.D., and Louise Underdahl, Ph.D. have published new research exploring how generative artificial intelligence tools (GenAI) are being used in academic environments. Their article, “Academic Applications of Generative Artificial Intelligence Tools: A Scoping Review,” appears in the peer-reviewed International Journal of Digital Society.

The study analyzes current scholarly literature on the academic applications of generative AI tools such as ChatGPT, focusing on their role in doctoral research, academic writing, literature review processes, and knowledge development.

Using a scoping review methodology, the researchers identify emerging patterns in how AI technologies are being adopted across higher education, while also highlighting the importance of ethical guidelines, academic integrity, and responsible AI use.

Key findings from the study include:

• Generative AI tools are increasingly used in academic workflows, including literature review support, research brainstorming, and academic writing assistance.
• AI can improve research efficiency and idea generation, particularly for complex scholarly tasks such as synthesizing large bodies of literature.
• Ethical and academic integrity considerations remain critical, including transparency about AI use and maintaining original scholarly analysis.
• Doctoral education may benefit from AI literacy training, helping researchers understand both the capabilities and limitations of generative AI technologies.
• Institutions may need clearer policies and guidance to support responsible AI adoption in research and teaching.

“Generative AI tools are rapidly changing how scholars approach research and academic writing,” said Patricia Akojie, Ph.D., lead author and a faculty member in the University of Phoenix College of Doctoral Studies.

“Our review synthesizes emerging evidence so educators, doctoral students, and institutions can better understand how to integrate AI responsibly while preserving the rigor and critical inquiry that define scholarly work.”

More information

Patricia Akojie et al, Academic Applications of Generative Artificial Intelligence Tools: A Scoping Review, International Journal for Digital Society (2026). DOI: 10.20533/ijds.2040.2570.2026.0256

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Research team examine ethical and methodological use of generative artificial intelligence in higher education (2026, March 23)
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