ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This qualitative research study delves into the multifaceted impact of artificial intelligence (AI) on the writing proficiency of students in the disciplines of Accountancy, Business, and Management. Through an exploratory lens, the research aims to unveil diverse perspectives, experiences, and insights held by students concerning their engagement with AIdriven tools and their influence on their writing skills. By qualitatively exploring students’ perspectives on the impact of artificial intelligence on writing proficiency, this study contributes valuable insights to the ongoing discourse at the intersection of technology and education. The research strives to advance our understanding of the intricate relationships between students, AI, and writing skills within the academic domains of Accountancy, Business, and Management. The study underscores the importance of recognizing and addressing the diverse perspectives among students regarding AI tools in writing proficiency. While some students appreciate the efficiency and time-saving benefits, others harbor concerns or reservations. This highlights the necessity of avoiding a one-size-fits-all approach and instead tailoring interventions to cater to the varied needs and attitudes within the student population. Flexibility in education programs is crucial, emphasizing the need for interventions that respect individual differences among students. Educators and policymakers must ensure that the integration of AI tools into education is inclusive and responsive to the nuanced attitudes students hold. A significant aspect of the study is its focus on understanding the cognitive processes involved in students’ interactions with AI tools. Acknowledging that students engage with these tools at different levels, from passive utilization to active exploration and critical evaluation, underscores the importance of promoting metacognition. Encouraging students to reflect on their thinking processes when using AI tools can lead to a more nuanced understanding of the impact on writing proficiency, enabling educators to provide targeted support based on students’ cognitive engagement levels. The study also emphasizes the influence of contextual factors such as the educational environment, curriculum structure, and societal perceptions of AI. Integrating AI into education requires careful consideration of these elements to create a supportive environment. Addressing prevailing skepticism about AI’s impact, particularly on job displacement, is crucial for shaping positive perceptions among students. This result underscores the need for a holistic approach that considers the broader educational and societal context when implementing AI tools in education. Lastly, the study’s focus on addressing students’ concerns about AI tools is noteworthy. By acknowledging and tackling apprehensions related to job displacement, impact on creativity, and overreliance on AI suggestions, education programs can create a more supportive environment. The call for open communication channels between educators and students is particularly significant, fostering an environment where concerns can be voiced and constructively addressed. This contributes to a more realistic understanding of AI’s role in education