Year: 2025
Type: article
Abstract: GenAI is transforming academic writing and raising urgent questions about authorship, originality and student agency. Nowhere are these tensions sharper than in collaborative group project writing where knowledge is co-constructed. If AI shortcuts the hard work of framing problems and negotiating meaning, students risk becoming passive information managers. Yet I argue the opposite is also true: collaboration itself can be a safeguard. Shared authorship and inquiry foster reflection, responsibility and critical engagement. To sustain meaningful learning, we must defend and strengthen such pedagogical models against automatisation.
Author: Ida Klitgård
Institution: Roskilde University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4417477446
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