Cape Coast Technical University (CCTU) has taken a significant step toward advancing digital literacy in higher education by organising a landmark training programme on the responsible use of generative artificial intelligence (AI) in academic writing. The virtual event, titled “Generative AI for Academic Writing: Building Ethical and Responsible AI-Assisted Research Workflows,” brought together over 100 participants, including students, lecturers, researchers, and academic professionals from across the institution and beyond.
The training was spearheaded by the Department of Civil Engineering as part of its commitment to equipping learners and staff with modern research tools while upholding the highest standards of academic integrity. The program responded to the growing global interest in generative AI technologies and their increasing application in scholarly research, writing, and knowledge production.
Delivering the main presentation was Emmanuel Otoo, a United Kingdom based Artificial Intelligence and Machine Learning Engineer with extensive experience in AI adoption across academic and professional environments. Drawing on international best practices, he provided participants with practical insights into how generative AI tools can support different stages of the research process, including topic selection, literature discovery, drafting, editing, and revision.
In his opening address, the Head of the Department of Civil Engineering, Ing. Dr. Gabriel Amissah, emphasized the university’s responsibility to prepare students for a rapidly evolving technological landscape. He noted that while artificial intelligence presents immense opportunities for improving research efficiency and quality, it must be used ethically and responsibly to protect the credibility of academic work. According to him, initiatives such as this training reflect CCTU’s broader vision of integrating digital competencies into teaching, learning, and research.
The session also featured remarks from Dr. Micah Edu-Buandoh, a Senior Lecturer at the university, who highlighted the relevance of the training to Ghana’s higher education sector. He stressed that universities must proactively guide students and researchers on acceptable AI practices to prevent misuse and to align with emerging institutional and international standards.
Throughout the training, participants were introduced to a wide range of AI-enabled research and writing tools designed to enhance productivity and analytical depth. These tools included platforms for semantic literature search, research mapping, citation analysis, and AI-assisted drafting. The facilitator demonstrated how such technologies can help researchers refine research questions, identify knowledge gaps, organise literature thematically, and improve clarity and structure in early drafts of academic manuscripts.
Beyond tool demonstrations, a major focus of the programme was the ethical dimension of generative AI use in academia. Participants were cautioned against over-reliance on AI-generated content and were reminded that AI should serve as a support system rather than a substitute for critical thinking and original scholarship. Emphasis was placed on the need for users to independently verify AI outputs, properly reference original sources, and comply with institutional guidelines on plagiarism and academic honesty.
The training further explored transparency in AI usage, encouraging researchers to clearly disclose when and how generative AI tools are employed in their work, where required by publishers or institutions. This approach, the facilitator explained, helps maintain trust in scholarly communication and safeguards the integrity of academic research.
Participants actively engaged in discussions and practical exercises, sharing their experiences and challenges in academic writing. Many described the training as timely and highly relevant, particularly as students and researchers increasingly encounter AI tools without clear guidance on responsible usage. Several attendees noted that the strategies learned would significantly improve their research workflows while helping them avoid ethical pitfalls.
The university reaffirmed its commitment to continuing such capacity-building initiatives as part of a broader digital transformation agenda. By promoting ethical AI literacy, CCTU aims to enhance research quality, strengthen academic integrity, and position its graduates to compete effectively in a global knowledge economy.
The training concluded with a call for ongoing dialogue on generative AI in education, underscoring the need for universities to remain adaptive, forward-looking, and principled in the face of rapid technological change.
