Integrating AI and Technology in Project-Based Learning for Academic Writing: Student Teachers' Experiences from Indonesia
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| Title: | Integrating AI and Technology in Project-Based Learning for Academic Writing: Student Teachers' Experiences from Indonesia |
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| Language: | English |
| Authors: | Indra Yoga Prawiro (ORCID |
| Source: | Educational Process: International Journal. Article e2025580 2025 19. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Technology Integration, Technology Uses in Education, Artificial Intelligence, Student Projects, Active Learning, Academic Language, Writing (Composition), Preservice Teacher Education, Preservice Teachers, Writing Skills, Journal Articles, Barriers, Coping, Program Effectiveness, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This study explores the experiences of Indonesian student teachers in utilizing artificial intelligence (AI) and digital technologies to complete academic journal article projects. It aims to understand how these tools shape their academic writing processes and professional learning as emerging scholars. Materials/methods: Adopting a narrative inquiry approach, data were collected through interviews with five student teachers. The data were analyzed thematically to identify recurring patterns across several key dimensions: initial perceptions, project implementation, use of AI for sourcing and understanding materials, application of AI in writing and revision, challenges encountered, and strategies adopted to address them. Results: The findings revealed that AI tools significantly enhanced the clarity, coherence, and academic quality of participants' manuscripts. Applications such as grammar checkers, paraphrasing tools, and citation generators facilitated clearer expression, enhanced literature discovery, and boosted students' confidence in producing publishable work. However, participants also encountered notable challenges, including overreliance on AI, concerns about academic integrity, and ethical ambiguities surrounding authorship and plagiarism. Conclusion: These tensions highlight the paradox of AI-assisted writing: while it can strengthen academic performance, uncritical use may compromise scholarly voice and ethical standards. The study highlights the importance of establishing clear pedagogical frameworks that promote ethical literacy and critical engagement with AI among student teachers. By narrating these nuanced experiences, this research contributes to a deeper understanding of AI's evolving role in academic writing and offers actionable insights for educators, policymakers, and researchers seeking to integrate technology responsibly in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1491180 |
| Database: | ERIC |
| Abstract: | Background/purpose: This study explores the experiences of Indonesian student teachers in utilizing artificial intelligence (AI) and digital technologies to complete academic journal article projects. It aims to understand how these tools shape their academic writing processes and professional learning as emerging scholars. Materials/methods: Adopting a narrative inquiry approach, data were collected through interviews with five student teachers. The data were analyzed thematically to identify recurring patterns across several key dimensions: initial perceptions, project implementation, use of AI for sourcing and understanding materials, application of AI in writing and revision, challenges encountered, and strategies adopted to address them. Results: The findings revealed that AI tools significantly enhanced the clarity, coherence, and academic quality of participants' manuscripts. Applications such as grammar checkers, paraphrasing tools, and citation generators facilitated clearer expression, enhanced literature discovery, and boosted students' confidence in producing publishable work. However, participants also encountered notable challenges, including overreliance on AI, concerns about academic integrity, and ethical ambiguities surrounding authorship and plagiarism. Conclusion: These tensions highlight the paradox of AI-assisted writing: while it can strengthen academic performance, uncritical use may compromise scholarly voice and ethical standards. The study highlights the importance of establishing clear pedagogical frameworks that promote ethical literacy and critical engagement with AI among student teachers. By narrating these nuanced experiences, this research contributes to a deeper understanding of AI's evolving role in academic writing and offers actionable insights for educators, policymakers, and researchers seeking to integrate technology responsibly in higher education. |
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| ISSN: | 2147-0901 2564-8020 |
