Regulation and critical reflection for an ethics of artificial intelligence-assisted research

Abstract

The accelerated development of generative artificialintelligence has significantly impacted researchprocesses in higher education, creating methodologicalopportunities while simultaneously raising ethicalchallenges related to authorship, academic integrity, andthe production of original knowledge. In this context,the objective of this study is to critically examine theethical implications of using artificial intelligencein academic research and to propose institutionalguidelines that support its responsible application,with particular emphasis on the Pontifical CatholicUniversity of Ecuador. Methodologically, the studyadopts a qualitative, documentary research design basedon the analysis of recent scientific literature, institutionalcodes of ethics, and editorial policies, using qualitativecontent analysis techniques. The findings indicate thatalthough artificial intelligence offers notable advantagesin information management, academic writing, anddata analysis, there is a significant regulatory gapregarding its ethical use. This gap increases riskssuch as plagiarism, simulated authorship, and theweakening of critical thinking. The study concludesthat it is essential to develop explicit ethical regulationsand to promote an institutional culture groundedin responsibility, honesty, and critical reflection,ensuring that research assisted by artificial intelligenceremains ethical, transparent, and firmly centeredon human authorship and scholarly accountability.