Artificial Intelligence–Enabled Academic Writing in Higher Education: A Meta-Analytical Narrative Review of Challenges, Benefits, and Educational Implications

The increasing availability of artificial intelligence (AI) writing tools has significantly influenced academic writing practices in higher education. Tools based on generative models and automated feedback systems are now widely used by university students to support drafting, revising, and organising academic texts. While these technologies offer notable advantages, they also introduce pedagogical, cognitive, and ethical concerns. This study presents a meta-analytical narrative review of recent research examining the use of AI-assisted writing tools in higher education contexts. Using the same corpus of peer-reviewed studies as the original investigation, the review synthesises evidence related to perceived benefits, identified risks, and instructional implications of AI-supported academic writing. The findings indicate that AI tools can enhance writing accuracy, efficiency, and learner confidence when used as supplementary aids. However, excessive dependence on AI may undermine critical thinking and raise concerns regarding academic integrity. The review underscores the importance of guided, transparent, and ethically informed integration of AI tools in academic writing instruction.