Development of a Writing Curriculum Through the Creative Use of ‘Generative AI’

This study focuses on the potential of generative AI (hereinafter referred to as AI) as a learning tool, aiming to explore concrete ways to integrate it into university writing education. The goal is not to use AI merely for sentence correction or formal imitation, but to explore how it can be employed creatively and analytically throughout the research process. The ‘process itself’ of interacting with AI is proposed as both a ‘learning objective’ and ‘learning content.’ To this end, the study suggests various ways to help students use AI more creatively and designs a curriculum that allows them to critically engage with the results produced in the process. The curriculum is based on the results of a survey on ‘attitudes towards writing with AI’ conducted among students at K University in the Chungcheong region and Focus Group Interviews (FGI) with university writing instructors. The core of this curriculum is ‘self-directed learning’ and ‘reflective learning,’ which are designed to allow students to evaluate and record how they have used AI throughout the course, what results they have obtained, and what they have learned in the process. This approach emphasizes continuous interaction with AI and seeks to move away from traditional teaching methods focused on ‘knowledge delivery,’ aiming instead to realize a new educational paradigm centered on ‘the process.’ Through this, students will reflect on both AI's functionality and their own role, critically evaluate the reliability and appropriateness of the results presented by AI, and develop critical thinking skills. Furthermore, this study is expected to provide valuable resources not only for learners using AI but also for instructors by offering concrete strategies that can be applied in real educational settings.