In this day and age, technology has been widely integrated into every aspect of our lives. For this reason, the advent of artificial intelligence (AI) has become a topic of public interest. Although some people argue that the implementation of AI adequately promotes students' writing development, others are skeptical about the possible threat of this technology, especially in terms of its application in the educational system. Although it remains a controversial issue, AI has become a common practice, especially in higher education.

In the aforementioned context, artificial intelligence has provided several applications that have been beneficial for educators and learners. The first application was writing skills. Outstanding sections of this use are the grading systems for AI. In particular, students gain quick feedback to help them understand their writing skills and weak areas. For example, the systems check argument structure, coherence, syntax, spelling, and many more aspects. Therefore, the evaluation is more objective and constant [1].

Additionally, even though studies show that AI-based grading can save teachers a huge amount of time and provide students with immediate feedback that helps them master writing skills, there is one more useful application that needs to be discussed. AI-based writing assistance tools that help students improve grammar and syntax by giving recommendations, working on style, and, in some cases, even generating topic ideas and producing essay skeletons look like virtual writing coaches. This useful assistant helps students write essays and other papers. Thus, students learn to be self-sufficient in writing, and teachers have no need to cope with that part of their jobs [2].

Along with all the considerable benefits, the usage of AI in the field of education for the improvement of writing faces a host of unwanted issues, among which intellectual dishonesty and plagiarism are a case in point. For that reason, the purpose of this study is to investigate the increased role of AI in the writing of educational papers and its influence, both merits and demerits, on the results of students and their original writing abilities. Specifically, it seeks to explore: 

1. The extent to which AI writing tools promote or hinder original student writing.

2. Approaches to alleviate the potential misuse of AI for academic dishonesty.

3. Best practices for employing AI to effectively support writing instruction.

This study employed a literature review to search, select, analyze, elaborate, and synthesize previously published papers on the application of AI in teaching and learning, focusing on the application of AI in teaching and learning, as well as AI-related challenges. The findings from the analysis results are hopefully used to inform instructors' perspectives on shifting their teaching methods and guide future research in the field.

3.1 Positive Impacts of AI on Students and Teachers

AI seems to be increasingly significant in educational systems due to the specifics of academic assistance it provides, such as learning tools for teachers and students. AI gives individual suggestions, because of which students can discover their pros and cons and eventually improve their writing.

The research of Woo and Choi clearly indicates that a class could be modeled by AI effectively through feedback. This is because I could breathe new life into the action of studying and learning as it provides clear and individualized feedback on a wide range of domains such as grammar, spelling, vocabulary, punctuation style, or even word choice, which has made the process of learning deeper and more engaging for a variety of learners. Such feedback is intended to deepen students' thinking and encourage their motivation. Therefore, AI cases have been rapidly developing and mobilizing teachers and students to give the individuals one-on-one writing key points [3].

Moreover, Celik et al. [4] also discussed a few important points, which show that artificial intelligence plays an important role in teaching. The contribution of AI to education is especially spotted in the role it can play in the stages of scripting, executing, and assessments, which are vital to teaching (622). As a result, AI enables teachers to find out the needs of a student faster, helps them grade assignments faster, and gives the students the opportunity to learn one-on-one (626). In addition, AI also allows every student to have the opportunity that a teacher can spot, and then it gives early feedback to aid the students in getting on-time assistance, and as a bonus, it helps to create individual students, improving learning experience for all. Not to mention the fact that AI fulfills the choice of resources and citations according to each individual case [5].

3.2. Challenges Identified

Even though AI solutions are common in educational institutions, they also carry some negative consequences. Even further, some worry about the deployment of chatbots and other AI tools in classrooms because they have opened an immense web of ethical dilemmas. The emergence of prejudice or being too judgmental is a major issue since artificial intelligence depends on data quantity, which may have already established biases [6]. One of the incriminating factors of AI systems is the inability to review them for biases, which in turn makes it a difficult task to identify and address biases when deploying the system [7]. Due to this problem, the more students use these tools, the bigger the risk that critical thinking, creativity, and the ability to solve problems will be diminished [8]. Furthermore, AI-created content could destroy the principles of original thought and academic honesty through its unlimited capabilities in contract cheating, academic dishonesty, and plagiarism [9].

The aforementioned review's findings demonstrate that AI can improve students' skills and academic writing by providing personalized feedback, assisting in grammatical and coherence issues, and so on [3, 4], but that a human's involvement in the process should not be replaced [6].

It is necessary to develop AI tools since some issues connected with the increased level of plagiarism, cheating, and over-relying on AI-writing aids require active monitoring and effective strategies for fixing the problem [9]. Ultimately, AI writing tools are double-edged, offering valuable assistance capabilities but also posing challenges that can hamper original thinking if not implemented properly [5].

4.1 Types of plagiarism

Plagiarism is an unethical act that entails presenting other people's works as one's own and failing to give others the necessary credit [10]. It diminishes the potential of creativity, ownership power, and intellectual property [11]. These researchers also delineated three insidious forms: students who are academically honest are at risk of plagiarism, including sham paraphrasing, verbatim theft, and outright plagiarism, among others, during examinations.

There are many different reasons why plagiarism happens, including lack of abilities, not knowing what is considered plagiarism, too much pressure from studying, problems with teaching methods, and the expensive cost of education [12]. Some students misunderstand plagiarism as just collaboration. They do not think sharing work is cheating [11].

Nevertheless, one of the most challenging tasks is defining what is considered plagiarism. This is because students find it difficult to understand what exactly is allowed due to this ambiguous concept [13]. On the other hand, certain schools breed confusion due to the fact that their guidelines and procedures are hard to comprehend and follow [14]. It may be the case that even policies that exist will be too complex for ordinary students to comprehend.

4.2 Plagiarism by AI

There has been research that exposed the effects of recent AI, like ChatGPT, which can result in the copying and plagiarizing of academic papers. Taloni et al.[15] studied advanced methods to identify whether AI had already become capable of producing writing of different complexities or whether the AI-generated text closely approached humans’ writing skills [15].

Furthermore, content platforms have AI, with content algorithms posing a threat to academic integrity by providing a straightforward path to creating human-like content that has a high possibility of students copying. These tools are the ones that are challenging the innovators of text plagiarism detectors. It is a fact that they can write and combine texts accordingly to create fresh phrases. Hence, individuals can never be 100% certain whether an artwork is created by AI or by humans. It is necessary to develop technology to counteract technology. The benefit of these checks will be demonstrated by using a variety of online AI detectors, along with the use of "reworder" and "paraphraser" tools to try to avoid detection. [16]

4.3 Misconduct Strategies

The pervasive issue of plagiarism in academic settings, especially in this AI era, often stems from a lack of essential skills, time constraints, and lack of plagiarism understanding.

First and foremost, in trying to perform tasks that are beyond the hitter's expertise, a problem of plagiarism may get exacerbated [12]. Not to mention, for students without pertinent skills, plagiarism might be inevitable. Therefore, there is a need for a paradigm shift from the present frame of reference to education institutions. Unlike non-academic writing, academic writing asks for special skills that should have been mastered either fully or at all by a student. A case can be made that students sometimes struggle to rephrase texts in proper ways to match their individual styles [17].

Second, time constraints could also affect their technique, which determined how precisely students should put other people's thoughts together. The fact that most students simply view citation as an academic custom that places more emphasis on gathering sources than coming up with original ideas is another reason why most students are held accountable for their work [18].

Moreover, academic dishonesty is the root cause of unethical behavior [19]. Despite having access to anti-plagiarism laws, students might not have taken the time to study or comprehend them entirely [20].  If these policies are to effectively stop unethical behavior from recurring, it is vital that everyone involved, including the public, understands them fully. In addition, the study's findings indicate that teachers who are more knowledgeable about policies regarding misconduct handle incidents of misconduct better and take preventative action in the classroom when misconduct occurs [21].

4.4 Approaches to Alleviating AI-Enabled Cheating

Education establishments, legislators, and the IT industry must come up with a novel and inventive solution to the problem of students using AI to cheat on writing assignments.

4.4.1. Technological Solutions

The subject of scientific knowledge integrity is presently raised by the rising number of plagiarism incidents in papers written by AI models. Researchers Elkhatat et al. [22] conducted a study in 2023 to determine the effectiveness of various AI technology detection techniques, such as Grammarly, in distinguishing between texts produced by AI and those produced by humans. They realize that today's knowledge of how AI helps detect plagiarism is expanding at an astonishing rate. The study demonstrated the variance in accuracy levels of the AI models versions of Grammarly and other tools without deviating from expectations. This suggests that the detection tools are not keeping up with the latest developments in AI writing text technology [22].

As a result, this engine is no longer as important as it once was as it occasionally fails to recognize texts created by AI that have been plagiarized and by mistakenly taking into account the typical resemblance of texts written by various authors. On the other hand, they promoted a balanced viewpoint that combines human curation and content evaluation with AI capabilities. Insiders ought to take into account factors such as source, purpose, and quality. Therefore, the use of this process is aimed at speeding up the assessment of institutional performance [22].

Ultimately, the development of AI writing abilities has created numerous problems for those who plagiarize and, consequently, struggle to retain academic honesty. Nevertheless, Grammarly and similar apps are made primarily to identify sentences that are apparently produced by AI. Elkhatat et al. [22] indicate that discerning applicable technologies for detection of human or machine-generated texts is getting more complex by virtue of the fact that AI language models become more sophisticated. Their findings have highlighted gaps in this type of visual analysis, which can then be used to demonstrate the importance of human observation and creative problem-solving. It is, therefore, crucial to balance approaches, which adequately incorporates both AI support and an advisory system that determines the content by its sources, meaning, and purpose for the future [22].

4.4.2. Assessment Redesign

The fact that artificial intelligence and other technologies are being rapidly developed right now calls for the necessity of reevaluating the testing methods employed by educators. Former ways that people learned tests do not lead to quick thinking skills, immediate feedback, or even avoiding cheats. Kamalov et al. [23] state that plagiarism is one of the most crucial amendments to a student's academic achievement. Openly, one of the most evident of these things is that teachers should consider the ways that AI could analyze students and the ways to provide them with specific courses of feedback, peer review, and biased tasks. These programs are also designed to trigger and exercise thinking processes, foster critical thinking, imagination, and intellect, and prepare them for the jobs of the future. On top of that, developing a fair culture among AI users for ethics, and legally producing user guidelines for AI tools, and clear AI employment in academic institutions are necessary [ 23].

On the other side, as per Hooda et al., [24] teachers can also explore AI-driven assessment techniques. Concurrently, they not only deal with cheating but also favor learning by means of peer and customized algorithm feedback, assignment design with trouble spots, and assessment by friends. This approach is akin to this: it puts ethics first, promotes the analytical experiences of students, and develops their competent career expectations (8).

4.4.3. Shifts in teaching, learning, and assessment

In the contemporary academic landscape, plagiarism is a widespread problem in today's academic environment that calls for a holistic strategy. Therefore, formative evaluations were highlighted by Leung and Cheng as an effective strategy to mitigate this issue. This happens because the early detection of areas for improvement can be assisted by formative assessments, which are frequently given less weight and include factors including initial research proposal submissions. Conversely, major papers and final exams, which are summative assessments and carry more weight, are sometimes vulnerable to plagiarism (1649).

Leung and Cheng also claim that a scaffolded assessment strategy can foster comprehension, promote proper citation practices, and reduce the chances of plagiarism by organizing summative activities into formative methods. This paradigm change entails using a range of evaluation techniques that necessitate teamwork, individual contributions, and critical thinking, such as projects and group work [10]. 

To sum up, AI writing tools are likely to redefine the writing process and play a vital role in the learning experience for both learners and instructors. AI assessment tools give quick feedback to students on their strong points as well as their weak areas, and AI-based writing guides students to develop their grammar and syntax and to be able to express their own original thoughts. Besides, AI can build a personalized learning experience through feedback and resources that best fit each student's requirements.

Nevertheless, as AI machines start coming into our lives, it is vital to be aware of their repercussions as well. For instance, some people emphasize that AI writing systems cannot bring some personal and inventive touch or unveil something new. Moreover, cheating and plagiarism by using AI may as well be a hindrance to learning. While AI tools for writing can facilitate learning and provide a myriad of benefits, there are also dangers that need to be carefully considered and leveraged to enhance the learning process instead of hampering it.

Besides, it would also be significant to examine the long-range effect of AI writing instruments on student learning production, specifically the students' thinking process and writing ability. Smart use and guidance of AI tools requires ethical guidelines that should be developed around the process of creation and integration of such tools into learning spheres. Such regulations should touch on aspects of data privacy, the honorability of AI content products, and the prospect of abuse. Ultimately, AI opens the fascinating opportunities of a personalized learning environment, which is a wonderful experience for learners. Finally, the use of student data and customized learning for all students can be used by AI to generate a learning environment that is more personal and interactive.

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