The Threats and Mitigation of ChatGPT on Academic Writing in Higher Education: Educators’ View

Abstract

This study examines the threats and mitigation strategies associated with the use of ChatGPT technology in higher education, with a focus on university-level educators. Using a qualitative approach with thematic analysis, interviews were conducted with four lecturers from the English Language Education Program. The findings reveal that while ChatGPT offers significant benefits, such as facilitating idea generation, accelerating the writing process, and enhancing understanding of complex materials, its excessive use poses serious risks. These include reduced student creativity, weakened critical thinking, and overreliance on instant results rather than deep learning. Educators express concern that such dependency may diminish students' ability to evaluate, analyze, and produce original academic work. To mitigate these threats, the study suggests several strategies: improving students digital literacy, integrating ethical guidelines for AI use, limiting ChatGPT's role in academic tasks (e.g., a maximum of 25% usage), and implementing assignments that require personal reflection, discussion, presentations, and case-based projects. These approaches aim to ensure that students remain active participants in the learning process rather than passive users of AI-generated content. In conclusion, ChatGPT should be positioned as an assistive educational tool, not a replacement for students' intellectual engagement to support meaningful and responsible learning in higher education.