Measuring the Adoption and Efficacy of AI-Powered Tools in Academic Writing and Peer Review among Academics in Nigerian Universities

Abstract

This study investigates the adoption, perceived efficacy, and ethical considerations surrounding the use of AI-powered tools in academic writing and peer review among academics in Nigerian Universities. Employing a descriptive survey design, data were collected from 425 respondents across disciplines using structured questionnaires. The findings reveal a moderate adoption rate of 62.12%, with generative AI tools being less frequently used compared to grammar and writing assistance tools. While 88% of respondents perceived AI tools as highly useful—particularly in enhancing writing quality—only 25% reported having the necessary facilitating conditions to use them effectively. Furthermore, the study identified significant ethical concerns, with 95% of respondents rejecting AI as a co-author and 90% lamenting the absence of institutional policies on AI use. Despite recognizing efficiency and time savings (92%), only 20% expressed confidence in AI's independent role in peer review, highlighting the need for human oversight. The study concludes that while AI tools hold great promise in academic work, their adoption and effectiveness are constrained by infrastructural, ethical, and policy-related challenges. It recommends targeted training, policy development, and institutional support to ensure ethical, responsible, and effective integration of AI tools in academic settings.