Balancing ethics and support: Peer tutors’ experiences with AI tools in student writing

Maria Eleftheriou; Muhammad Ahmer; Daniel Fredrick

doi:10.30935/cedtech/16554

Maria Eleftheriou ¹ ^* , Muhammad Ahmer ², Daniel Fredrick ¹

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CONT ED TECHNOLOGY, Volume 17, Issue 3, Article No: ep587

https://doi.org/10.30935/cedtech/16554

Submitted: 10 November 2024, Published Online: 02 July 2025

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Abstract

Like many student writing centers, the American University of Sharjah Writing Center is seeing a rise in student reliance upon generative AI (GenAI) tools, which are artificial intelligence systems capable of generating human-like text. Peer tutors frequently seek guidance on how to approach student papers involving GenAI tools such as ChatGPT, yet writing centers have offered relatively little direction on this emerging issue. Our study examines the challenges peer tutors encounter when addressing AI use in student writing, as well as the strategies they employ to navigate these issues. A focus group discussion with peer tutors and an analysis of a collaborative document co-developed by the peer tutors provided insights into their experiences. Findings reveal that peer tutors encounter difficulties when students use ChatGPT covertly, struggle with ethical concerns about hiding AI involvement, and report inconsistencies in faculty policies regarding AI use, making it difficult to offer consistent advice to their students. To address these challenges, peer tutors encourage students to disclose their use of AI, explore their motivations for using it, and discuss both the benefits and limitations of AI tools. They emphasize students’ potential, encourage rewriting and revising AI-generated content, promote learning and independence over AI reliance, engage in discussions about ethical considerations, and advise adherence to professors’ guidelines. This research will contribute to developing practical guidelines for responding to AI in writing centers and provide peer tutors with the tools they need to navigate these changes. The study’s findings will also contribute to the evolving dialogue on academic integrity and the role of AI in higher education.

Keywords: generative AI, GenAI, AI, AI tools, writing center pedagogy, ChatGPT in education, academic integrity, AI in student writing

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Citation

Eleftheriou, M., Ahmer, M., & Fredrick, D. (2025). Balancing ethics and support: Peer tutors’ experiences with AI tools in student writing. Contemporary Educational Technology, 17(3), ep587. https://doi.org/10.30935/cedtech/16554

Eleftheriou, M., Ahmer, M., and Fredrick, D. (2025). Balancing ethics and support: Peer tutors’ experiences with AI tools in student writing. Contemporary Educational Technology, 17(3), ep587. https://doi.org/10.30935/cedtech/16554

Eleftheriou M, Ahmer M, Fredrick D. Balancing ethics and support: Peer tutors’ experiences with AI tools in student writing. CONT ED TECHNOLOGY. 2025;17(3), ep587. https://doi.org/10.30935/cedtech/16554

Eleftheriou, Maria, Muhammad Ahmer, and Daniel Fredrick. "Balancing ethics and support: Peer tutors’ experiences with AI tools in student writing". Contemporary Educational Technology 2025 17 no. 3 (2025): ep587. https://doi.org/10.30935/cedtech/16554

Eleftheriou, Maria et al. "Balancing ethics and support: Peer tutors’ experiences with AI tools in student writing". Contemporary Educational Technology, vol. 17, no. 3, 2025, ep587. https://doi.org/10.30935/cedtech/16554

Eleftheriou M, Ahmer M, Fredrick D. Balancing ethics and support: Peer tutors’ experiences with AI tools in student writing. CONT ED TECHNOLOGY. 2025;17(3):ep587. https://doi.org/10.30935/cedtech/16554