New literacy in the age of AI: pedagogical frameworks, ethics, and the transformation of academic writing

Abstract

The widespread emergence of Generative Artificial Intelligence (GAI), driven by Large Language Models (LLMs), has fundamentally transformed the writing and research ecosystem in higher education. This paper analyzes the urgent need to move beyond reactive management (focused on cheating detection) to a proactive approach focused on AI Literacy. The analysis assesses the pedagogical foundations, practical skills, and ethical challenges arising from the integration of GAI into writing processes. Pedagogically, the AI-TPACK and SAMR frameworks are explored, concluding that effective integration requires redefining learning tasks to foster co-creation and Self-Regulated Learning (SRL), as these factors positively predict academic performance and digital well-being. Practically, this paper examines Prompt Engineering as an essential metacognitive skill, demonstrating that advanced techniques (such as Chain-of-Thought and ReAct) are crucial for structuring users' critical thinking. Ethically, it discusses the imperative of algorithmic transparency and the mitigation of biases (gender, confirmation bias) inherent in AI models. Conclusions converge on the need for faculty to assume a new role as designers of co-creation environments, requiring explicit declaration of AI use and promoting critical evaluation of its output as the new standard of academic integrity.