<![CDATA[This study aims to analyze students' use of Generative Artificial Intelligence (GenAI) in academic writing through the lens of human security. A descriptive qualitative approach was employed, utilizing data from 60 open-ended questionnaire responses and 35 semi-structured interviews, analyzed using the Framework Method. The findings indicate that students use GenAI for idea development, drafting, language refinement, information seeking, and material comprehension; key benefits include time efficiency, ease of task completion, and support for writing skill development. Questionnaire and interview data also revealed vulnerabilities regarding information reliability, privacy, access inequality, dependency, cognitive autonomy, creativity, authorship, and the clarity of institutional policies. The study concludes that the use of GenAI requires management through information verification, data protection, independent thinking, transparency, AI literacy, and clear institutional guidelines. Therefore, AI governance in higher education should shift from a compliance-oriented approach to a student-centered framework that balances technological benefits, security, equitable access, and academic autonomy.]]>
Copyrights © 2026
