From Co-Writer to Co-Author? Investigating the Role of Generative AI in Student Scientific Writing

Agents4Science 2025 Conference Submission21 Authors

Keywords: GenerativeAI, scientific writing, authorship

TL;DR: This conceptual paper examines how generative AI is transforming student scientific writing, reframing authorship, critical thinking, and fairness through a framework for responsible and equitable integration.

Abstract: This conceptual paper explores how generative AI tools such as ChatGPT are reshaping student scientific writing, with particular attention to authorship, critical thinking, and fairness. Drawing on recent literature from academic literacies, learning analytics, and AI ethics, we argue that large language models increasingly function not as passive tools but as co-writers, raising profound questions about epistemic agency and educational equity. We identify two core challenges: (1) the erosion of traditional student authorship as AI systems shape the structure and content of scientific texts, and (2) emerging fairness risks related to unequal access, epistemic outsourcing, and opaque assessment. We synthesize findings from empirical and theoretical studies and propose a framework for fairness-aware integration of AI into student writing. Rather than banning or fully embracing generative AI, we advocate for pedagogical and institutional strategies that foster critical AI literacy and preserve students’ roles as responsible knowledge constructors.

Submission Number: 21