METHODOLOGY OF WORKING WITH ARTIFICIAL INTELLIGENCE IN ACADEMIC WRITING

Abstract

This article thoroughly investigates the profound transformation of academic writing processes in the higher education system driven by artificial intelligence tools, as well as the impact of this technological revolution on scientific research methodology. The primary objective is to develop strict ethical and methodological foundations for intellectual collaboration with artificial intelligence, minimizing the persistent risks of plagiarism and intellectual theft in educational institutions. The research was conducted through a systematic analysis of international scientific sources, large databases, and a comparative evaluation of the experiences of leading universities. The obtained results conclusively confirm that properly utilizing artificial intelligence not as an independent, standalone text generator, but as a cognitive assistant and intellectual partner significantly enhances the quality of scientific work, reduces the probability of errors, and, most importantly, successfully preserves the human originality of the text. In conclusion, the study provides a scientifically grounded proposal for the urgent implementation of specialized innovative modules on artificial intelligence literacy, prompt engineering culture, and the ethics of AI usage into the curricula of higher education institutions both domestically and globally