Write or not to Write. Attitudes of Students and Academics towards Written Dissertations in the Light of Artificial Intelligence Development

Abstract

The written format of bachelor’s and master’s dissertations in the social sciences has long adhered to established academic conventions, emphasising clarity, methodological transparency, and theoretical coherence. However, the rapid integration of artificial intelligence into academic research and writing is reshaping these traditions, introducing both transformative opportunities and unprecedented challenges. In this paper, we explore the academic community's attitudes towards the traditional dissertation format, addressing a topic that is underrepresented in the literature. Drawing on qualitative research with 332 students and 81 teachers at a university specialising in pedagogy, we examine arguments for preserving or changing the traditional dissertation format in this field, where AI is less popular than in other scientific disciplines. We also present alternatives to the current form of diploma thesis proposed by those involved in the educational process who will be responsible for educating the next generation. Our findings contribute to the broader debate about academic adaptation in the age of artificial intelligence. They highlight the need to equip current and future teachers with technological proficiency and the ethical determination required to navigate complex, human-centred research fields, where the development of artificial intelligence presents growth opportunities and ethical challenges. Given the scarcity of research on the current thesis form in pedagogy, an article addressing this novelty topic is an important voice in the academic discourse.