Abstract:
This article examines the role of writing in the scientific socialization process within higher education and the challenges posed by generative AI technologies. It discusses how writing fosters critical thinking and precision, essential for quality academic work, and highlights concerns over exam integrity and the evolving nature of writing due to AI. The paper proposes ways to maintain the educational function of writing in the era of AI, using the Community of Practice concept to integrate AI tools responsibly into academic writing. It concludes with reflections on the implications for educators in adapting teaching methods to ensure a critical and responsible approach to AI in academia.
Über die Autor*innen:
- Isabella Buck,
Dr., Leitung Competence & Ca-reer Center im LehrLernZentrum der Hochschule RheinMain, Wiesbaden - Anika Limburg,
Dr., Direktorin des Bildungs -campus Saarland, Saarbrücken
