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Article published In: Generative Artificial Intelligence (GenAI) and Writing for Scholarly Publication
Edited by A. Mehdi Riazi
[Journal of English for Research Publication Purposes 6:2] 2025
► pp. 248–264

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Transforming scholarly writing pedagogy and mentorship in the generative AI era

 | ADA University
Published online: 12 March 2026
DOI logo with link
https://doi.org/10.1075/jerpp.00034.mam
Abstract
The rise of Generative AI, notably following the release of ChatGPT in late 2022, has brought both excitement and significant challenges to academia. While some welcome its potential, others express concern, particularly around academic publishing. Mentors, already tasked with upholding ethical standards and addressing academic misconduct among mentees, find themselves in an even more demanding role as they confront the complexities introduced by AI. With academic writing for publication already a difficult skill to master, the dual challenge of integrating technological advancements while safeguarding academic integrity places additional strain on mentorship. This perspective article proposes using the Psycho-Pedagogical Model of Students’ Professional Consciousness Development (Enns, E., & Shapovalova, M. (2015). Psycho-Pedagogical Model of Students’ Professional Consciousness Development. Procedia — Social and Behavioral Sciences, 2141, 385–392. Google Scholar logo with link to Google Scholar) as a framework to guide mentors in fostering reflective, ethically aware, and autonomous scholarly writers. Building on this model, it advocates for an approach that embraces AI as a complementary tool while reinforcing the vital human role in scholarly writing.
Article outline
  • Introduction
  • The role of mentors in academic writing
  • AI and academic integrity
  • Psycho-Pedagogical Model of Students’ Professional Consciousness Development
  • Revisited pedagogical approaches in the era of AI
    • Idea generation and brainstorming
    • Outlining and structuring
    • Content drafting
    • Editing and proofreading
    • AI research support
    • Revision and feedback
  • Applying Enns and Shapovalova’s (2015) pedagogy toward AI-assisted scholarly writing
  • Conclusion
  • References
References (64)
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