Book

The rapid integration of artificial intelligence into education has profoundly reshaped how writing, learning, and knowledge production are carried out. Amid the growing enthusiasm for AI-supported writing practices, a more fundamental set of questions often remains insufficiently examined: who is actually thinking, who is making epistemic decisions, and who bears responsibility for the knowledge that is produced? This book invites readers to reconsider writing pedagogy beyond its conventional treatment as a linguistic or technical skill. Academic writing is approached instead as a practice of reasoning regulation that requires epistemic awareness and responsibility. Drawing on scholarly work in argumentation theory, metacognitive regulation, and the educational use of AI as an adaptive pedagogical intervention, the book proposes a pedagogical repositioning that keeps humans firmly at the center of knowledge-making in the age of artificial intelligence. Rather than offering technical guidelines or prescriptive instructions for using AI, the book develops a reflective framework for understanding how AI can be integrated into writing practices without displacing human control over reasoning. Writing is conceptualized as a space for cultivating critical, dialogic, and ethical thinking, where technology functions as a reflective partner rather than a substitute for intellectual labor. Addressed to lecturers, researchers, postgraduate students, and scholars of language education, this book provides a conceptual lens for re-examining academic writing instruction in higher education. In an era of accelerating technological sophistication, it advances a clear and timely claim: the task of education is to ensure that humans remain active thinkers, evaluators, and bearers of responsibility for the knowledge they produce.