The Ownership of AI-Assisted Knowledge: Negotiating Authorship and Intellectual Property in Academia
DOI:
https://doi.org/10.66545/gskgt823Keywords:
Artificial Intelligence (AI), Higher education, ownership, intellectual property, Language and Literature: Human-Centred AuthorshipAbstract
Abstract
The rapid integration of generative artificial intelligence (AI) in higher education has raised urgent questions about authorship, intellectual property (IP), and academic integrity. This study examines the ownership of AI-assisted knowledge in academia, with particular focus on language and literature disciplines. Employing a qualitative, document-based approach, the research analyses scholarly literature, institutional AI policies, and copyright/legal frameworks from the United States, international bodies (WIPO and UNESCO), and African contexts. Findings reveal that AI’s engagement as both tool and co-creator can destabilise traditional human-centred notions of authorship, creating tensions between machine assistance, human creativity, and academic responsibility. While AI has the potential to enhance learning and research productivity, ownership and accountability must remain with human intellectual agents who control, interpret, and transform AI outputs. The study proposes a framework grounded in transparency, human-centred authorship, discipline-specific guidelines, and institutional alignment with legal and ethical norms to safeguard creativity, cultural ownership, and
pedagogical integrity. This framework provides actionable guidance for universities, students, and lecturers navigating AI-assisted academic practices, balancing innovation with ethical and scholarly rigour.
References
Alfarhan, I. (2016). English as a global language and the effects on culture and identity. American Research Journal of English and Literature, 1, 1–6.
Bamgbose, A. (1991). Language and the nation: The language question in sub-Saharan Africa. Edinburgh University Press.
Chesterman, A. (2025). Human-centered authorship and copyright in the age of AI. World Intellectual Property Organization Policy Papers, 7(2), 45–58.
Chatterjee, S., & Dethlefs, N. (2023). The impact of generative AI on academic integrity and higher education. Journal of Educational Technology and Society, 26(3), 14–29.
Columbia University. (2023). Generative AI policy. Office of the Provost. https://provost.columbia.edu/ai-policy
Devkota, M., & Neupane, R. (2025). Influence of English on local languages: Perspectives from key stakeholders. International Journal of Multidisciplinary Educational Research and Innovation, 3(1), 145–157.
Foucault, M. (1977). What is an author? In D. F. Bouchard (Ed.), Language, counter-memory, practice: Selected essays and interviews (pp. 113–138). Cornell University Press.
French, L. (2025). Authorship, creativity, authenticity, and originality in the media and creative industries in the age of AI. Journal of Media and Cultural Studies, 12(1), 22–40.
Fritz, D. (2025). The paradox of authorship in the age of artificial intelligence. Contemporary Studies in Digital Humanities, 9(2), 58–76.
Gwandu, S. A., & Ibrahim, J. (2016). Language policy on education in Nigeria: Challenges of multilingual education and the future of the English language. American Research Journal of English and Literature, 2, 1–10. https://www.researchgate.net/publication/356007465
Hou, J., Yang, Y., & Chen, S. (2022). Measuring originality through semantic networks: A content-based approach to scientometrics. Scientometrics, 127(4), 1951–1975. https://doi.org/10.1007/s11192-022-04485-9
Johns Hopkins University. (2023). Guidelines for responsible use of generative AI in teaching and research. Office of Academic Integrity.
Khalifa, M. (2024). AI and the future of academic writing: A pedagogical perspective. International Journal of Educational Technology and Innovation, 11(2), 101–117.
Pathan, H., Al Murshidi, G., & Ayyaz, S. (2024). The interaction between language identity, pedagogy, and the effects on indigenous languages: A case study of undergraduate institutes of Sindh, Pakistan. Forum for Linguistic Studies, 6(2), 1–176. https://doi.org/10.59400/fls.v6i2.1176
Pimple, K. D. (2012). Authorship, ownership, and honesty in academic research. Science and Engineering Ethics, 18(2), 183–197. https://doi.org/10.1007/s11948-011-9315-8
Shaheen, M. (2021). The concept of originality in academic research: A study of postgraduate engineering theses. Journal of Academic Writing and Research Integrity, 4(3), 88–104.
Stokel-Walker, C. (2023, February 16). ChatGPT listed as author on research papers: Many scientists disapprove. Nature. https://doi.org/10.1038/d41586-023-00107-z
Ugwuanyi, K. O., & McKenzie, R. M. (2025). National identity and the ownership of English in Nigeria. World Englishes, 44(1), 1–14. https://doi.org/10.1111/weng.12723
UNESCO. (2023). Recommendation on the ethics of artificial intelligence. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000380455
University of Pennsylvania. (2023). Guidelines on the use of generative AI in academic work. Center for Teaching and Learning.
United States Copyright Office. (2023). Copyright registration guidance: Works containing material generated by artificial intelligence. U.S. Copyright Office.
World Intellectual Property Organization (WIPO). (2024). AI and intellectual property policy report: Human-in-the-loop authorship https://www.wipo.int/publications/en/details.jsp?id=55467
