{"id":80827,"date":"2026-07-22T01:08:48","date_gmt":"2026-07-22T05:08:48","guid":{"rendered":"https:\/\/world.edu\/?p=80827"},"modified":"2026-07-22T01:08:48","modified_gmt":"2026-07-22T05:08:48","slug":"academic-misuses-of-genai","status":"publish","type":"post","link":"https:\/\/world.edu\/academic-misuses-of-genai\/","title":{"rendered":"Academic (mis)uses of GenAI"},"content":{"rendered":"<blockquote><p><em><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter size-large\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2026\/07\/grey-uses-of-GenAI-1.jpeg\" width=\"680\" height=\"453\" \/><\/em><\/p>\n<p><em>\u201cI think because it\u2019s not openly discussed and yet it\u2019s so easy to use, I feel guilty. I question if I\u2019m cheating somehow? Or going to get caught?\u201d (#116)<\/em><\/p><\/blockquote>\n<p>We ran a short anonymous survey between December 2025 and March 2026 focusing on \u2018grey uses\u2019 of GenAI \u2013 aspects of AI use that academics feel their colleagues and peers might well judge inappropriate. The survey attracted over 200 responses (a lot more than we were expecting) and we are now working through the data. As a start, here are some initial observations from our first passes of the data:<\/p>\n<h3><strong>1. Different stances toward GenAI use<\/strong><\/h3>\n<p>Respondents report a wide range of uses that might well be perceived as inappropriate, from minor cases of tweaking language through to drafting student feedback, writing substantive \u2018bits\u2019 of academic articles, drafting research proposals and producing complete ethics applications. Emerging across these different examples are a few distinct types of respondents:<\/p>\n<ul>\n<li>A surprising number of people took time to respond that their uses of GenAI were perfectly acceptable and should not be judged by others as problematic. These academics justified their GenAI uses as strategic and ultimately smart ways of working \u2013 \u201cit makes many work processes a lot easier and faster\u201d (respondent #133)<\/li>\n<li>On the other hand, a sizable proportion of respondents described a sense of inadequacy and \u201cshame that you have to do this\u201d (#6). These respondents framed GenAI as something that they did not want to be using in their work: \u201cit feels like cheating, like maybe I haven\u2019t done the work properly\u201d (#37).<\/li>\n<li>In the middle, was a large group describing themselves as feeling pragmatically compelled to use GenAI. This was something that they acknowledged was not ideal but that they nevertheless felt sometimes pushed into doing, largely by the pressures of academic work. As one respondent put it: \u201cThere are plenty of slippery slopes in the use of GenAI, I feel. It starts with using it for small innocent tasks, but quickly (and as workload\/stress increases), the incentives\/ temptation for using GenAI grow\u201d (#81)<\/li>\n<\/ul>\n<h3><strong>2.\u00a0<\/strong><strong>Different drivers of academic GenAI use<\/strong><\/h3>\n<p>As is often the case with surveys of academic work, lack of time comes up as a predominant factor driving respondents toward GenAI, often compounded by the stresses of precarious employment. Tasks such as marking student work and writing personalised feedback are seen to have become more onerous and intensive, with \u2018AI proof\u2019 assignment tasks requiring more feedback within ever \u201crestrictive marking times (which are never enough)\u201d (#128).<\/p>\n<p>On the flipside is what some respondents saw as \u2018toxic\u2019 and \u2018dehumanising\u2019 expectations to be \u2018productive\u2019 and publish at scale. Respondents describe the ways in which GenAI is entwined with an ever-competitive scramble for jobs: \u201cthe academic job Market sucks and I simply don\u2019t know how else I\u2019m supposed to keep up \u2026 It\u2019s awful.\u201d\u00a0<em>(<\/em>#80)<\/p>\n<h3><strong>3. Positive and pragmatic justifications toward GenAI<\/strong><\/h3>\n<p>Against this background, our survey throws us various justifications for using GenAI to assist with different writing and thinking processes.<\/p>\n<p>For example, some respondents describe GenAI as an expedient way to off-load what they see as \u2018empty\u2019 writing tasks \u2013 what one respondent justified as \u201c[the] outsourcing of tasks that were already nonsense to begin with. They were already the production of slop, so there\u2019s little harm to my mind in outsourcing that slop production to an AI\u201d (#73).<\/p>\n<p>Our survey highlights various examples of this type of outsourcing. For example, it was reasoned that GenAI-generated feedback was appropriate when students were using GenAI to produce their assignments. Similarly, GenAI was acceptable when research tasks start to feel \u2018boring\u2019, \u2018annoying\u2019 and \u2018professionally uninteresting\u2019 (#8). Similarly, in terms of writing documents that are unlikely to be read: \u201cI almost don\u2019t care anymore. Why give up my weekend to create a resource that almost no-one will read?\u201d (#49).<\/p>\n<p>Another recurring theme is using GenAI for writing support, especially when not writing in one\u2019s first language or when one feels prone to making errors or perennially struggling to find an appropriate voice: \u201cBy now, I should know the ropes right? However, writing never comes easy, my tone is often off (too critical, too informal, etc.) so GenAI is a great help\u201d (#137).<\/p>\n<p>We also found respondents who describe themselves using chatbots because they cannot find colleagues to talk through research and writing with: \u201cI do not have colleagues willing to act as sparring partners, as they are busy with their own work\u201d (#131).<\/p>\n<p>In all these cases, GenAI tends to be presented as a justifiable source of assistance that compensates for lack of support elsewhere and helping academics work more effectively and efficiently. The key here is a confidence that these academics remain responsible for the final products:<\/p>\n<blockquote><p><em>\u201cIt\u2019s still all my work. I give the ideas, edit it, work with the AI\u201d (#135)<\/em><\/p>\n<p><em>\u201cIt\u2019s my work, I\u2019ve just outsourced copy editing to GenAI rather than a person\u201d (#157)<\/em><\/p><\/blockquote>\n<h3><strong>4. Existential fears around GenAI<\/strong><\/h3>\n<p><strong>\u00a0<\/strong>Other respondents, however, frame their engagements with GenAI in more cautious and sometimes more fearful terms. One source of conflict is contravening what students are being told about inappropriate uses of GenAI. Some academics describe \u201cfeeling really uncomfortable and hypocritical\u201d (#96) about their own GenAI use: \u201c[I] fear that my academic papers will, at some point, be marked as plagiarism\u201d (#131).<\/p>\n<p>These respondents tend to be reluctant to talk to colleagues about GenAI use for fear of being \u2018judged\u2019 (#52), and \u201clazy, stupid, surplus to needs, and unethical\u201d (#182). Respondents talk about GenAI fuelling feelings of inadequacy, lacking expertise and being \u201clazy or intellectually inept\u201d (#50). As one survey response put it:<\/p>\n<blockquote><p><em>\u201cThat I am an imposter, not able to create my own text and not as talented because I can\u2019t seem to create anything without having it through AI. I don\u2019t know how people did this before AI!\u201d (#84)<\/em><\/p><\/blockquote>\n<p>Other responses highlight fears around \u201clos[ing] my \u2018academic imagination\u2019\u201d (#111), and \u201cgiving away my critical thinking abilities\u201d (#122). Ultimately, however, respondents expressed frustrations at being stuck in cycle of reluctant GenAI use:<\/p>\n<blockquote><p><em>\u201cI use it for the things I wish each semester that I had time to do a better job on and that I always tell myself I\u2019ll do a better job of next time\u201d (#46)<br \/>\n<\/em><\/p><\/blockquote>\n<h3><strong>The need for further conversations<\/strong><\/h3>\n<p>At the moment, a lack of openness around GenAI seems to be leading to wildly divergent professional practices around GenAI use and non-use. These emerging practices and norms are certainly not shared and likely to undermine trust, whether that\u2019s trust in our colleague\u2019s work and\/or trust in our own academic abilities.<\/p>\n<p>Crucially, our small survey suggests a split between those academics who feel that GenAI provides a justified boost to their working lives, and a lot of other academics who are clearly less comfortable with their use of GenAI. For this latter group, at least, GenAI is not something that is helping them work smarter or to feel better about themselves. Equally as important, although not the focus of our survey, are the voices of many others who are abstaining from making any use of GenAI at all.<\/p>\n<p>These differences need to be better acknowledged and given serious consideration and reflection within academic departments, subject associations, and other scholarly communities. In a practical sense, this includes conversations around what uses of GenAI academics collectively might agree on as acceptable, if not advisable. On a more political note, we also need to talk about how GenAI feeds into wider structural problems within higher education \u2026 and how turning to GenAI is likely to compound (rather than alleviate) these problems.<\/p>\n<p>Above all, is the concern looming throughout our survey responses that GenAI is clearly bound up in a range of work-related emotions. These include having an impact on some academics\u2019 sense of professional self-worth; for others, extenuating the toxic nature of their working conditions or simply making GenAI users resentful towards others who they feel might judge them in a poor light.<\/p>\n<p>However, we also see opportunities for more affirmatory conversations such as using the current moment as a prompt to build academic solidarity. Having these conversations needs to be a key part of mentoring and supporting early career academics. More senior colleagues need to talk openly about \u201chow people did this\u00a0<em>before<\/em>\u00a0AI\u201d and listen to junior colleagues\u2019 experiences of how GenAI impacts on their workloads and sense of how they are coping with the strains of academia.<\/p>\n<p>Academic work has never been easy and GenAI clearly taps into some of the base problems and faultlines in our workplaces and profession. It is crucial that we collectively develop a better sense of what place we want this technology to have in our work.<\/p>\n<p>The first stage of addressing a problem is talking about it so, we look forward to hearing these issues talked about a lot more from now on!<\/p>\n<p><strong>Author Bio:<\/strong> This post was written by Neil Selwyn (Monash University), in collaboration with Marita Ljungqvist &amp; Anders Sonesson (Lund University); Magda Pischetola &amp; Lucas Cone (University of Copenhagen).<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201cI think because it\u2019s not openly discussed and yet it\u2019s so easy to use, I feel guilty. I question if I\u2019m cheating somehow? Or going to get caught?\u201d (#116) We ran a short anonymous survey between December 2025 and March 2026 focusing on \u2018grey uses\u2019 of GenAI \u2013 aspects of AI use that academics feel [&hellip;]\n&hellip; <a href=\"https:\/\/world.edu\/academic-misuses-of-genai\/\" class=\"more\">learn more&rarr;<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[434804],"tags":[435724],"coauthors":[11733],"class_list":["post-80827","post","type-post","status-publish","format-standard","hentry","category-artificial-intelligence","tag-grey-uses-of-genai"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Academic (mis)uses of GenAI - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/academic-misuses-of-genai\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Academic (mis)uses of GenAI - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"\u201cI think because it\u2019s not openly discussed and yet it\u2019s so easy to use, I feel guilty. 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