Empowering Writing through AIGC in Higher Education: A Systematic Review

The rapid advancement of generative artificial intelligence (AIGC) tools presents both opportunities and challenges for writing education in higher education. Through a systematic literature review and coding analysis of empirical studies published internationally over the past five years, this study reveals the following findings: AIGC demonstrates significant utility in academic writing, language-learning writing, and creative writing, primarily applied for grammatical error correction, text refinement, and logical optimization. Student acceptance of AIGC exhibits polarized attitudes, with some acknowledging their positive contributions while others express concerns about potential adverse effects. The widespread adoption of AIGC has also raised academic ethical risks, such as academic misconduct. Additionally, educators must transition from knowledge transmitters to learning facilitators and technical mentors. Future research should prioritize longitudinal investigations into the long-term impacts of AIGC, interdisciplinary comparative studies, and the development of efficient human-AI collaborative models to foster innovation in writing pedagogy. This study provides theoretical foundations and practical guidance for the responsible application of AIGC in writing education.