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Leveraging Artificial Intelligence in Research and Scholarly Work: Innovative Approaches and Practical Applications

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Title: Leveraging Artificial Intelligence in Research and Scholarly Work: Innovative Approaches and Practical Applications
Language: English
Authors: Adam L. McClain (ORCID 0009-0002-7388-4292), Scott Barton (ORCID 0009-0009-7737-9542)
Source: New Directions for Adult and Continuing Education. 2025 (188):48-56.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Research, Scholarship, Faculty Publishing, Writing for Publication, Academic Language, Technology Uses in Education, Writing Processes, Ethics, Higher Education, College Faculty
DOI: 10.1002/ace.70015
ISSN: 1052-2891
1536-0717
Abstract: This article explores how artificial intelligence (AI) is reshaping scholarly research and writing for faculty in higher education. As AI becomes increasingly integrated into academic workflows, it offers opportunities to enhance efficiency, exchange ideas, and foster creativity, while also raising critical questions about authorship, intellectual labor, and academic integrity. The article frames AI as part of a broader historical and epistemological shift in knowledge production and argues for a human-centered approach to its use in academic contexts. It examines how AI is influencing writing practices, serving as a cognitive partner, and accelerating tasks such as synthesis, analysis, and revision. It also considers ethical implications, including bias, accountability, and equitable access, and highlights the evolving skillsets faculty need to navigate these tools. The article calls for reflective, intentional integration of AI that supports rather than supplants scholarly practice and encourages faculty to model ethical, creative, and critically engaged approaches.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493401
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Adam+L%2E+McClain%22">Adam L. McClain</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-7388-4292">0009-0002-7388-4292</externalLink>)<br /><searchLink fieldCode="AR" term="%22Scott+Barton%22">Scott Barton</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-7737-9542">0009-0009-7737-9542</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22New+Directions+for+Adult+and+Continuing+Education%22"><i>New Directions for Adult and Continuing Education</i></searchLink>. 2025 (188):48-56.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: This article explores how artificial intelligence (AI) is reshaping scholarly research and writing for faculty in higher education. As AI becomes increasingly integrated into academic workflows, it offers opportunities to enhance efficiency, exchange ideas, and foster creativity, while also raising critical questions about authorship, intellectual labor, and academic integrity. The article frames AI as part of a broader historical and epistemological shift in knowledge production and argues for a human-centered approach to its use in academic contexts. It examines how AI is influencing writing practices, serving as a cognitive partner, and accelerating tasks such as synthesis, analysis, and revision. It also considers ethical implications, including bias, accountability, and equitable access, and highlights the evolving skillsets faculty need to navigate these tools. The article calls for reflective, intentional integration of AI that supports rather than supplants scholarly practice and encourages faculty to model ethical, creative, and critically engaged approaches.
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