Academic writing and generative IA in high school students: a systematic review
DOI:
https://doi.org/10.36825/RITI.14.33.012Keywords:
Academic Writing, Generative AI, ChatGPT, High School Students, Writing QualityAbstract
Generative artificial intelligence (GenAI) is transforming academic writing practices in educational contexts, generating growing debate regarding its impact on textual quality, metacognition, and student originality. The objective of this study is to analyze and synthesize the available scientific evidence on the use of GenAI in the academic writing of high school students and those at equivalent educational levels, with particular emphasis on the aforementioned dimensions. A systematic review was conducted according to the PRISMA 2020 protocol, with searches across four specialized databases (ScienceDirect, ERIC, Dialnet, and Scielo) from 2022 to 2026, yielding a final sample of 45 empirical articles from 23 countries. The findings indicate that 88.8% of the studies report significant improvements in at least one dimension of writing (grammar, vocabulary, coherence, or organization), particularly when GenAI is integrated within structured pedagogical frameworks accompanied by teacher mediation. Nevertheless, certain risks persist, including excessive dependence, the homogenization of discourse, and the weakening of authorial voice. It is concluded that GenAI constitutes a pedagogical tool of considerable potential, the effective impact of which depends on instructional design and teacher mediation. Furthermore, priority research gaps are identified, particularly within Latin American high school contexts.
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