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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026

Enhancing Senior Faculty Members’ Research Writing Competence

Through a Seminar-Workshop on AI Tools and Ethical AI Practices

Asliah C. Mamalampac, Ph. D

Mindanao State University-Integrated Laboratory School Marawi City, Philippines

DOI: https://doi.org/10.51583/IJLTEMAS.2026.150600212

Received: 09 July 2026; Accepted: 14 July 2026; Published: 22 July 2026

ABSTRACT

The rapid integration of artificial intelligence (AI) into higher education has created both opportunities and

challenges for academic research writing, particularly for senior faculty members at MSU-ILS with limited

exposure to emerging AI tools. This action research examined the effectiveness of a seminar-workshop on AI

tools and ethical AI practices in enhancing senior faculty members’ research writing competence. Guided by the

action research cycle of planning, action, observation, and reflection, the study involved senior faculty members

from a basic education institution who participated in a structured capacity-building intervention. Data were

collected using a researcher-developed, five-point Likert scale questionnaire administered before and after the

seminar-workshop, focusing on baseline competence, perceived improvement, and ethical awareness in AI-

assisted research writing. Descriptive statistical analysis revealed that participants initially demonstrated a

moderate level of knowledge and skills in using AI tools for research writing. Following the intervention, results

indicated a marked improvement in faculty members’ competence, confidence, and perceptions of the usefulness

and ethical application of AI tools in academic writing. Participants reported increased awareness of ethical

guidelines and greater confidence in using AI responsibly without compromising academic integrity. The

findings suggest that seminar-workshops integrating both technical and ethical dimensions of AI use are effective

in strengthening research writing competence among senior faculty members. The study contributes to the

growing discourse on responsible AI adoption in higher education and provides practical insights for designing

faculty development initiatives that support ethical and effective AI-assisted scholarly writing.

Keywords: artificial intelligence, research writing, faculty development, ethical AI

INTRODUCTION

The rapid advancement of artificial intelligence (AI) has significantly transformed higher education, particularly

in the areas of research production, academic writing, and scholarly communication (Zawacki-Richter et al.,

2020). The emergence of generative AI systems such as ChatGPT has accelerated institutional discussions

regarding the opportunities and risks of AI-assisted academic writing, prompting universities worldwide to

develop policies and ethical guidelines for responsible use (Dwivedi et al., 2023). Recent global analyses

highlight that AI adoption in higher education is expanding rapidly, yet faculty preparedness and structured

professional development remain uneven across institutions (Bozkurt et al., 2023). This imbalance is particularly

evident among senior faculty members who may possess strong disciplinary expertise but have limited exposure

to emerging AI technologies (Bond et al., 2024). Strengthening faculty competence in ethical AI-assisted

research writing is therefore critical for sustaining research productivity, maintaining academic integrity, and

ensuring equitable participation in the evolving digital research ecosystem (Dwivedi et al., 2023).

In this study, AI tools for research writing refer to generative and assistive artificial intelligence applications that

support idea generation, outlining, paraphrasing, editing, referencing, and manuscript organization (Dwivedi et

al., 2023). Ethical AI practices involve responsible, transparent, and integrity-based use of AI systems in

accordance with institutional and scholarly standards, including disclosure, avoidance of plagiarism, and

maintenance of human authorship accountability (Bozkurt et al., 2023). Research writing competence is

operationalized as faculty members’ knowledge, technical skills, confidence, and ethical awareness in producing

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scholarly manuscripts with or without AI support (Bond et al., 2024). This study focuses specifically on senior

faculty members in basic education , recognizing that professional seniority does not automatically translate into

technological fluency or AI readiness (Zawacki-Richter et al., 2020). The investigation, therefore, differentiates

general digital literacy from AI-assisted academic competence, emphasizing both technical proficiency and

ethical judgment in scholarly practice (Bozkurt et al., 2023).

Recent scholarship indicates that AI-assisted writing tools can enhance efficiency, language clarity, and structural

organization of academic manuscripts when used appropriately (Dwivedi et al., 2023). Studies also report

generally positive perceptions toward AI integration in academic work, particularly for brainstorming and editing

tasks, while simultaneously raising concerns about overreliance and ethical ambiguity (Bond et al., 2024). A

growing body of literature emphasizes the need for institutional training and AI literacy initiatives to equip

faculty and students with critical and responsible usage skills (Bozkurt et al., 2023). However, existing research

reveals inconsistencies between favorable attitudes and actual competence, suggesting that awareness does not

necessarily equate to effective practice (Zawacki-Richter et al., 2020). Moreover, many studies employ cross-

sectional survey designs, limiting empirical evidence regarding the effectiveness of structured interventions such

as seminar-workshops in improving measurable AI-related knowledge and skills (Bond et al., 2024).

This study is anchored in the Technological Pedagogical Content Knowledge (TPACK) framework, which posits

that effective technology integration requires the intersection of technological knowledge, content expertise, and

contextual understanding (Zawacki-Richter et al., 2020). Although traditionally applied to instructional contexts,

TPACK provides a relevant lens for examining faculty integration of AI tools into research writing by aligning

technological competence with disciplinary knowledge (Bond et al., 2024). Additionally, the concept of digital

competence and responsible innovation supports the ethical dimension of AI adoption, emphasizing reflective

practice, accountability, and critical engagement with emerging technologies (Bozkurt et al., 2023). By

integrating competence-based and ethical perspectives, the framework guides the examination of how structured

professional development may enhance both technical skill and ethical awareness in AI-assisted scholarly

writing (Dwivedi et al., 2023).

Despite extensive research on AI in education, little is known about the effectiveness of targeted seminar-

workshops in enhancing senior faculty members’ AI-assisted research writing competence (Bond et al., 2024).

Much of the current literature concentrates on student populations or early-career academics, leaving senior

faculty relatively understudied in empirical intervention research (Zawacki-Richter et al., 2020). Furthermore,

evidence from developing or resource-constrained institutional contexts remains limited, restricting the

applicability of findings across diverse educational settings (Bozkurt et al., 2023). To date, few studies have

employed action research designs with pretest–posttest comparisons to evaluate measurable improvements in AI

knowledge, skills, and ethical awareness among faculty participants (Dwivedi et al., 2023). Addressing this gap

is essential to inform context-responsive professional development initiatives and evidence-based institutional

policy formulation.

This action research aims to determine the effectiveness of a seminar-workshop on AI tools and ethical AI

practices in enhancing senior faculty members’ research writing competence. Specifically, the study seeks to (1)

assess the baseline knowledge and skills of senior faculty members in using AI tools for research writing, (2)

determine whether there is a significant improvement in their knowledge and skills after the intervention, and

(3) examine participants’ perceptions regarding the usefulness and ethical implications of AI-assisted academic

writing. Using a pretest–posttest action research design, the study tests the hypothesis that participation in the

seminar-workshop will significantly improve faculty members’ AI-related knowledge and skills.

This study contributes theoretically by extending technology integration and digital competence frameworks to

the domain of AI-assisted research writing among senior academics. Methodologically, it advances the literature

by employing an intervention-based action research design rather than relying solely on descriptive perception

surveys. Practically, the findings may guide higher education institutions in designing structured AI literacy

programs that promote both efficiency and academic integrity. At the institutional and regional levels, the study

provides context-specific evidence that may strengthen research culture and faculty development initiatives.

Ultimately, the research contributes to the global discourse on responsible AI adoption in academia by

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demonstrating how structured capacity-building interventions can bridge competence gaps while upholding

ethical standards.

Statement of the Problem

This action research aims to determine the effectiveness of a seminar-workshop on the use of AI tools and

ethical AI practices in enhancing senior faculty members’ research writing competence in MSU-ILS.

Specifically, it seeks to answer the following questions:

1. What is the level of knowledge and skills of senior faculty members in using AI tools for research writing

before the seminar-workshop?

2. Is there a significant improvement in their knowledge and skills after participating in the seminar-workshop?

3. How do the participants perceive the usefulness and ethical implications of AI tools in academic writing

after the intervention?

Objectives of the Study

This study aims to:

1. Assess the baseline knowledge and skills of senior faculty members in using AI tools for organizing and

writing research manuscripts.

2. Implement a seminar-workshop focusing on AI tools and ethical AI practices in academic writing.

3. Evaluate the effectiveness of the intervention by comparing pre- and post-intervention results.

4. Describe participants’ perceptions regarding the usefulness and ethical application of AI tools in research

writing.

METHODOLOGY

This study employed an action research design guided by the cyclical model of Stephen Kemmis and Robin

McTaggart, which consists of four recursive phases: planning, action, observation, and reflection. The planning

phase involved diagnosing the problem of limited competence and ethical awareness in AI-assisted research

writing among MSU-ILS senior faculty members and designing a targeted seminar-workshop as an intervention.

The action phase focused on the implementation of the seminar-workshop, which introduced selected AI tools

for research writing alongside institutional and discipline-based ethical guidelines. During the observation phase,

changes in participants’ knowledge, skills, and perceptions were systematically documented through pretest and

posttest measures and reflective feedback. Finally, the reflection phase entailed analyzing the outcomes of the

intervention to determine its effectiveness and to inform subsequent action plans for sustained faculty

development.

The study was conducted in MSU-ILS, where research productivity is a key performance indicator for faculty

members. The participants comprised senior faculty members, defined as academic staff with at least fifteen

years of teaching and research experience. A purposive sampling technique was used to select participants who

were actively engaged or expected to engage in research manuscript preparation and who voluntarily consented

to participate in the seminar workshop. Inclusion criteria required that participants hold a permanent or regular

teaching position and have minimal prior formal training in AI-assisted academic writing. Ethical considerations

were strictly observed, including securing informed consent, ensuring voluntary participation, maintaining

confidentiality and anonymity of responses, and using the collected data solely for research and professional

development purposes.

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Data were collected using a researcher-developed and expert-validated questionnaire designed to assess faculty

members’ competence in AI-assisted research writing across three domains: baseline knowledge and skills,

improvement after the intervention, and perceived usefulness and ethical implications of AI tools. The instrument

employed a five-point Likert scale ranging from Strongly Disagree (1) to Strongly Agree (5). Content validity

was established through expert review by colleagues with expertise in educational research, research ethics, and

educational technology, who evaluated the clarity, relevance, and alignment of items with the study objectives.

Minor revisions were incorporated based on their feedback before the instrument was administered. The

questionnaire was administered twice: before the seminar workshop (pretest) and after its completion (post-test).

Data analysis used descriptive statistics to compute the mean and standard deviation for each item and domain,

providing a clear picture of participants’ competence levels and perceived improvements. Mean scores were

interpreted using predetermined scale ranges to classify levels of competence and perception. Comparative

analysis of pretest and posttest results was conducted to examine observable changes attributable to the

intervention. Qualitative insights from participants’ informal reflections and comments during the reflection

phase were analyzed thematically to complement the quantitative findings and to provide contextual

understanding of how and why changes occurred. The integration of quantitative and qualitative evidence

ensured coherence between the study objectives, the intervention, and the evaluation of outcomes, consistent

with the principles of action research.

RESULTS

The findings in Table 1 indicate that before the seminar-workshop, senior faculty members demonstrated a

moderate level of competence in AI-assisted research writing, as reflected in mean scores ranging from 2.88 to

3.38 across knowledge and skills indicators (Items 1–5; M = 2.88–3.38, SD = 0.835–1.246). Following the

intervention, a marked improvement was observed, with participants reporting a high level of knowledge and

skill enhancement in using AI tools for research writing, evidenced by consistently higher mean scores (*M =

3.63–3.88, SD = 0.641–0.916) across post-seminar items (Items 6–10). Furthermore, participants expressed high

perceptions of usefulness and ethical awareness regarding AI-assisted academic writing after the intervention,

with mean values ranging from 3.88 to 4.00 and relatively low standard deviations (SD = 0.535–0.756),

indicating strong agreement and response consistency (Items 11–15). Collectively, these findings suggest that

the seminar-workshop was an effective intervention in enhancing senior faculty members’ technical competence,

confidence, and ethical understanding of AI tools in research writing.

Table 1. Level of Senior Faculty Members’ Competence in AI-Assisted Research Writing

Item

No.

Statement

Mean

Interpretation

A. Knowledge and Skills in Using AI Tools for Research Writing (Before the Seminar-

Workshop)

I am familiar with various AI tools that can be used for

academic research writing.

3.13

.991

Moderate

I know how to use AI tools to generate ideas or outlines for

research manuscripts.

2.88

.835

Moderate

I am confident in using AI tools to improve grammar, clarity,

and coherence in academic writing.

3.38

1.188

Moderate

I understand how AI tools can assist in organizing and

structuring research papers.

3.13

1.246

Moderate

I have adequate skills to integrate AI tools into my research

writing process independently.

3.00

1.069

Moderate

B. Improvement in Knowledge and Skills After the Seminar Workshop

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My knowledge of AI tools for research writing improved after

participating in the seminar-workshop.

3.88

.641

High

I am now more confident in using AI tools to support my

research writing tasks.

3.63

.916

High

The seminar-workshop enhanced my ability to use AI tools

effectively in organizing research manuscripts.

3.88

.641

High

I can now apply AI tools more appropriately in revising and

refining academic papers.

3.88

.641

High

The seminar-workshop helped me develop practical skills in

using AI tools for research writing.

3.88

.641

High

C. Perceived Usefulness and Ethical Implications of AI Tools in Academic Writing

I find AI tools useful in improving the efficiency of my

research writing process.

4.00

.535

High

AI tools help me produce clearer and more organized

academic manuscripts.

4.00

.756

High

I am aware of the ethical guidelines related to the use of AI

tools in academic writing.

3.88

.641

High

I believe that AI tools can be used ethically without

compromising academic integrity.

4.00

.535

High

I feel confident in using AI tools responsibly and ethically in

my future research writing.

4.00

.756

High

DISCUSSION

This action research aimed to examine the effectiveness of a seminar-workshop on AI tools and ethical AI

practices in enhancing senior faculty members’ research writing competence. The findings indicate that before

the intervention, participants demonstrated only a moderate level of knowledge and skills in AI-assisted research

writing. After the seminar-workshop, faculty members reported significant improvements in their competence

and confidence in the responsible use of AI tools for academic writing. Participants also expressed positive

perceptions regarding the usefulness of AI tools in improving efficiency and manuscript quality. Additionally,

they demonstrated heightened awareness of ethical considerations in the responsible use of AI for scholarly work.

The observed improvement in faculty competence following the intervention can be theoretically explained

through technology integration and digital competence frameworks, which emphasize structured learning

experiences as key to developing effective technology use (Zawacki-Richter et al., 2020). The seminar-workshop

provided guided exposure, hands-on practice, and contextualized examples, enabling participants to bridge gaps

between existing research expertise and emerging AI technologies. From a competence-based perspective,

learning occurred as participants integrated technological knowledge with their disciplinary and scholarly

knowledge. This aligns with contemporary views that professional development interventions are essential for

translating positive attitudes toward AI into actual competence (Bond et al., 2024). Moreover, the explicit

inclusion of ethical discussions likely contributed to participants’ increased confidence in using AI responsibly,

reinforcing reflective and accountable technology adoption (Bozkurt et al., 2023).

The findings of this study are consistent with previous research reporting that faculty members generally hold

favorable attitudes toward AI but initially lack sufficient practical competence in its academic application

(Zawacki-Richter et al., 2020; Bond et al., 2024). Like the results of Dwivedi et al. (2023), this study found that

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targeted capacity-building initiatives can enhance confidence and perceived usefulness of AI tools in research-

related tasks. However, some studies have reported persistent ethical concerns and resistance to AI adoption even

after training, which contrasts with the strong ethical confidence observed among participants in this study

(Bozkurt et al., 2023). This divergence may be attributed to the explicit emphasis on ethical AI practices

embedded within the seminar-workshop, rather than treating ethics as a peripheral topic. Contextual factors, such

as participants’ professional maturity and immediate research needs, may have also contributed to the stronger

post-intervention alignment between competence and ethical awareness.

A notable secondary finding was the relatively consistent agreement among participants regarding ethical

awareness and responsible AI use after the intervention. This may be explained by the integration of ethical

guidelines alongside technical instruction, which aligns with theories of responsible innovation emphasizing the

co-development of skills and values (Bozkurt et al., 2023). Additionally, the lower variability in post-intervention

responses suggests a convergence of understanding among participants, possibly due to shared learning

experiences during the seminar workshop. This outcome supports the argument that collective professional

development activities can foster common standards and shared interpretations of emerging technologies. The

finding underscores the importance of framing AI not merely as a technical tool but as a scholarly practice

governed by ethical norms (Dwivedi et al., 2023).

Theoretically, the findings extend digital competence and technology integration frameworks by demonstrating

their applicability to AI-assisted research writing among senior academics. Furthermore, the results highlight the

value of structured seminar-workshops that combine technical training with ethical reflection as an effective

model for faculty development. Practically, higher education institutions may consider embedding AI literacy

and ethical AI use into regular research capacity-building programs to support sustained scholarly productivity.

At the policy level, the study provides empirical support for institutional guidelines that promote responsible AI

adoption while safeguarding academic integrity. These implications should be interpreted within the context of

faculty development rather than as universal prescriptions for all academic settings.

A major strength of this study is its action research design, which facilitated immediate intervention and

reflective evaluation within a real institutional context; the use of pretest–posttest measures provided clear

evidence of perceived change following the seminar-workshop. However, the study is limited by its relatively

small sample size and reliance on self-reported data, which may be subject to response bias. The absence of a

control group also limits the ability to attribute changes solely to the intervention. These limitations suggest that

the findings should not be generalized beyond similar contexts.

Future research may build on these findings by employing larger samples across multiple institutions to enhance

generalizability. Longitudinal studies could examine whether improvements in AI-assisted research writing

competence are sustained over time. Further investigations might also integrate objective measures of research

output quality to complement self-reported competence data. Comparative studies exploring different models of

AI training, such as modular courses or mentoring-based approaches, would provide deeper insight into effective

faculty development strategies. Finally, future research could explore disciplinary differences in AI adoption and

ethical perceptions to refine context-sensitive intervention designs.

CONCLUSION

This action research demonstrated that a structured seminar-workshop on AI tools and ethical AI practices

effectively enhanced senior faculty members’ research writing competence. The findings revealed a clear

progression from moderate baseline knowledge and skills to higher levels of competence, confidence, and ethical

awareness following the intervention. The integration of technical training with explicit discussions on

responsible AI use enabled participants to adopt AI tools more critically and ethically in their scholarly writing.

Overall, the study underscores the value of targeted professional development initiatives in supporting faculty

adaptation to emerging AI technologies while upholding academic integrity.

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ACKNOWLEDGEMENTS

The author gratefully acknowledges the MSU–ILS administration for its continued support of faculty

professional development and the Executive Committee for Research for its institutional support and approval,

which made this study possible.

Funding

This study received no external funding. All expenses related to the seminar-workshop and research

implementation were personally funded by the author.

Conflict of Interest

The authors declare no conflict of interest with respect to the research, authorship, and publication of this

manuscript.

Ethics Approval

This study was conducted in accordance with institutional ethical standards for educational research. Formal

approval was obtained from the School Head/Principal of the Mindanao State University–Integrated Laboratory

School before data collection. Participation in the study was voluntary, and informed consent was obtained from

all participants. Confidentiality and anonymity were strictly observed, and no personally identifiable information

was collected. All data were used solely for academic and research purposes.

Data Availability

The datasets generated and analyzed during the current study are available from the corresponding author upon

reasonable request. Data are not publicly accessible to ensure the confidentiality and privacy of research

participants.

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