Academic Writing Assisted by Generative Artificial Intelligence: A Systematic and Bibliometric Study
DOI:
https://doi.org/10.65598/rps.6263Keywords:
Generative artificial intelligence, Academic writing, Social sciencesAbstract
The study aimed to analyze the scientific literature on the impact of generative artificial intelligence on academic writing in the social sciences, with the goal of proposing an analytical framework that systematizes methodological, ethical, and academic criteria for its evaluation. A systematic and bibliometric review article was developed, based on the PRISMA protocol, through a search of scientific literature in Scopus covering the period 2020–2026. The selected records were screened according to inclusion and exclusion criteria and subsequently analyzed using systematic matrices and bibliometric tools, including co-occurrence maps, temporal evolution, scientific output by year, and most-cited documents. The results show rapid growth in publications since 2023, with a predominance of studies on ChatGPT, writing support tools, mixed and quantitative methodological approaches, and ethical, pedagogical, linguistic, and epistemological dimensions, as well as evaluation criteria related to textual quality, academic integrity, authorship, and automated feedback. It is concluded that generative artificial intelligence should not be understood solely as a technical tool, but rather as an academic phenomenon that requires comprehensive, transparent, and contextualized evaluation frameworks to guide its responsible use in scholarly writing.
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