Exploring Saudi Postgraduate Students’ Use of Digital and AI Tools in Academic Writing: Benefits, Challenges, Academic Integrity, and Writing Self-Efficacy

This study investigates the engagement of EFL Saudi postgraduate students with AI and non-AI digital tools in academic writing, focusing on perceived benefits and challenges, academic integrity, disclosure practices, and writing self-efficacy. AI tools refer to generative and AI-assisted applications used for writing and research support, whereas non-AI digital tools refer to conventional applications such as citation managers and plagiarism checkers. Addressing limited research that examines these dimensions together, the study provides an integrated account within the Saudi higher education context. A quantitative-dominant embedded mixed-methods survey was administered to 304 students, using closed-ended items to identify patterns and three open-ended questions to elaborate on participants’ experiences. The findings showed relatively infrequent use of both AI and non-AI digital tools, with ChatGPT emerging as the most frequently used AI application. Participants reported benefits such as time-saving, literature synthesis, citation support, and improved writing clarity, alongside concerns about fabricated references, data privacy, and output bias. Academic integrity perceptions were generally positive, but awareness of institutional guidelines was limited, and most participants reported not disclosing their AI use. Writing self-efficacy was higher for revision, citation, and source integration than for organizing papers and developing arguments under time constraints. Qualitative findings highlighted reliability and access concerns and showed that students viewed AI as a supportive aid rather than a replacement for independent academic writing. The findings call for clearer policies, stronger AI literacy, and support for ethical, transparent use.