Gergely Ferenc Lendvai Ludovika University of Public Service, Budapest, Hungary
Source
Journal of Empirical Research on Human Research Ethics, 2025
DOI: 10.1177/15562646251350203
Abstract
This paper reviews the disruptive role of ChatGPT in academic writing, focusing on its implications for scholarly practices and emerging ethical challenges. Using document co-citation analysis (DCA), it maps the thematic and intellectual structure of the discourse on ChatGPT in academic knowledge production. Drawing on a dataset of 171 peer-reviewed articles from Scopus, the analysis, conducted using CiteSpace, identified 10 major thematic clusters, including ethical risks, practical applications, and pedagogical innovations. The resulting high-modularity network (Q = 0.8989, S = 0.9466), comprising 866 nodes and 2,274 edges, ensured methodological rigor and thematic clarity. The findings reveal widespread recognition of ChatGPT’s value in enhancing writing and supporting innovative educational frameworks, especially for non-native speakers. Concerns persist regarding hallucinated references, plagiarism, authorship ethics, and the reliability of AI-detection tools. Our paper accentuates the need for proactive oversight and policy development to ensure responsible integration of generative AI in research and education.
Table 6. Summary of the Discourse on ChatGPT in Academic Writing. Source: 10.1177/15562646251350203
Gary Price (gprice@gmail.com) is a librarian, writer, consultant, and frequent conference speaker based in the Washington D.C. metro area.
He earned his MLIS degree from Wayne State University in Detroit.
Price has won several awards including the SLA Innovations in Technology Award and Alumnus of the Year from the Wayne St. University Library and Information Science Program. From 2006-2009 he was Director of Online Information Services at Ask.com.
