<![CDATA[The rapid development of Artificial Intelligence (AI) has opened a new era in higher education, particularly in supporting students’ deep learning processes, including academic writing skills. This literature review aims to systematically examine and synthesize the influence of AI usage on students’ writing skills in the context of deep learning, which encompasses critical thinking, information synthesis, cognitive reflection, and scientific argumentation. The method used is a Systematic Literature Review (SLR) following the PRISMA protocol, examining 35 scientific articles published between 2019 and 2024 from Google Scholar, ERIC, Scopus, and Web of Science databases. The findings indicate that AI makes significant contributions to supporting students’ writing processes through enhanced efficiency, grammatical accuracy, and cognitive scaffolding. However, excessive dependence on AI may weaken independent thinking and intellectual autonomy. Deep learning that integrates AI in a planned, critical, and ethical manner has been shown to produce higher-quality writing skills. The implications of this study are important for lecturers, students, and education policymakers in the digital era.]]>
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