Knowledge making in the era of Artificial Intelligence: social regulation of writing for publication processes and products

Research Project, 2025 – 2029

As digitalisation reshapes how knowledge is produced, Artificial Intelligence (AI) is becoming increasingly embedded in academic writing.

This project explores a critical question with far-reaching societal implications: how does AI impact writing for publication processes and products? Writing for publication is not an isolated task but a socially regulated process involving collaboration, feedback, and disciplinary socialisation—especially for Early Career Researchers (ECRs). Drawing on theories and methods from applied linguistics, psychology, and computer science, the project investigates: (1) how AI alters ECRs´ regulatory processes in writing for publication; and (2) how these changes affect rhetorical and linguistic diversity in published academic texts. Through a longitudinal multi-data study with ECRs from diverse disciplines, we will use keystroke logging, screen capture and interviews to clarify when and why writers turn to AI tools and how these interactions shape their authorial agency. We will also analyze a corpus of published articles to trace rhetorical and linguistic changes before and after the advent of AI. The project will generate urgently needed insights to inform responsible digitalisation in higher education and research.

Its outcomes will support evidence-based policies, training, and ethical AI design—ensuring that digital tools enhance rather than erode scholarly integrity, diversity, and the societal value of academic knowledge.