ChatGPT Supported Academic Writing in Sudanese Higher Education During War: Intercultural Pedagogy, Integrity by Design, and Low Bandwidth Workflows.

Abstract: The Sudan conflict has forced relocation, hindered internet connectivity, and caused periodic power outages, making English academic writing teaching challenging. The research examines how Sudanese university teachers utilize ChatGPT to promote advanced academic writing while preserving intercultural sensitivity, academic integrity, and pedagogical continuity during crises. The convergent mixed-methods research included surveys, semi-structured interviews, and classroom artefacts/process recordings from 40 university writing instructors in war-torn English-medium higher education settings. The study assessed teachers' perspectives of ChatGPT's educational usefulness, genre socialization and voice development, and cultural, institutional, and ethical standards on its adoption. The results show that ChatGPT helps teachers with idea development, text organization, lexico-grammatical assistance, and digital literacy and pedagogical creativity. The findings reveal that learner autonomy and personalization are not automatic; without scaffolding, students may over-rely on AI-generated output. Institutional expectations, cultural norms, authorship concerns, and intermittent connection influence adoption. The paper provides a context-sensitive paradigm for AI-supported writing teaching in crisis-affected higher education. This paradigm promotes teacher-AI-peer sequencing, genre-aware prompting, integrity-by-design, and low-bandwidth processes to maintain authorship and learning continuity. The research concludes that process-oriented, culturally relevant, and ethically supervised ChatGPT may promote academic writing under warfare.