Artificial Intelligence, Academic Writing and Access to Information among Graduate Students at the University for Development Studies

This study examines the connection between Artificial Intelligence (AI), academic writing and access to information among graduate students at the University for Development Studies (UDS). In an era characterized by the pervasive influence of AI technologies on various facets of academia, including research and scholarly communication, understanding their implications for graduate students’ academic writing practices and access to information are of paramount importance. This study seeks to elucidate how AI is shaping the landscape of academic writing and information access, aiming to provide insights that can inform academic institutions, educators and policymakers in fostering an environment conducive to productive and equitable scholarly endeavors. A sample size of hundred and thirteen (113) students was randomly selected from both Masters and PhDs from various programs to ensure even distribution. The study’s objectives are: (1) to assess the awareness and utilization of AI among students; (2) to analyze the impact of AI on information access; (3) to identify challenges faced by students in accessing AI; and (4) to evaluate the influence of AI on academic writing. In order to accomplish these objectives, questionnaire is employed as the data collection instrument. This specialized tool gathers insights and perceptions of graduate students regarding AI awareness, experiences with AI in information access, encountered challenges and the effects of AI on their academic writing endeavors. The study found that students at UDS indicate a high level of awareness of AI, students mostly use Digital Writing Assistants (DWAs) like Grammarly, Quilbot, Word Tune, ChatGPT, and other AI-powered tools to enhance their writing skills, enhancing information search and retrieval capacity, making learning and information search fun/gamification, restrictions or limited access due to subscription fees and lack of technical skills in using some AI-powered tools among others. The study’s findings aim to enhance our understanding of how AI can empower graduate students and contribute to their academic success while addressing the challenges they face. The findings of this study have the potential to inform pedagogical approaches, support services and policy recommendations that enhance the academic experience of graduate students and promote scholarly excellence in the digital age.