Generative AI, Academic Writing, and Intellectual Formation in Architecture and Urbanism
DOI:
https://doi.org/10.17271/b9nsaq34Keywords:
Generative Artificial Intelligence, Academic Writing, Architecture and UrbanismAbstract
Objective – This article analyzes the impacts of generative Artificial Intelligence on university education in Architecture and Urbanism, with an emphasis on academic writing as a practice of constructing thought. It examines how algorithmic mediation challenges intellectual authorship, academic integrity, and the epistemological foundations of critical education.
Methodology – A qualitative, theoretical-critical approach is adopted, based on a review of national and international literature on Artificial Intelligence in higher education, academic writing, ethics, university assessment, and the coloniality of knowledge, structuring the analysis into articulated thematic axes.
Originality/Relevance – The study addresses a gap in the literature by problematizing AI not merely as a technical tool, but as an epistemological mediation in the education of Architecture and Urbanism, contributing to critical debate by shifting the focus from technological efficiency to the formative, ethical, and political implications of these technologies.
Results – The findings indicate that the uncritical use of generative AI promotes the production of formally adequate texts that are disconnected from effective processes of conceptual development, weakening authorship, intellectual accountability, and the formative function of writing, while reinforcing epistemological hierarchies and undermining university assessment.
Theoretical/Methodological Contributions – The article contributes by proposing an interpretation of AI as an epistemological and political artifact, articulating debates on academic writing, ethics, and the coloniality of knowledge, and by suggesting the need to reconfigure assessment and pedagogical practices in higher education.
Social and Environmental Contributions – By problematizing the effects of AI on the education of architects and urban planners, the study highlights direct implications for their ability to critically interpret territory and intervene responsibly in urban space, emphasizing the importance of critical education in addressing socio-spatial inequalities and contemporary challenges.
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