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.
https://doi.org/10.1177/15562646251350203
| Artificial Intelligence |
| Research Data Curation and Management Works |
| Digital Curation and Digital Preservation Works |
| Open Access Works |
| Digital Scholarship |
