Asian Journal of Education and Social Studies

Generative artificial intelligence (GenAI) has introduced new opportunities and ethical concerns in academic writing, particularly regarding authorship, intellectual honesty, research integrity, and publication standards. This narrative literature review examines how quality in academic writing is defined and assigned, how GenAI may affect intellectual honesty, and how publication policies address GenAI-supported writing. Literature was searched through the One Nation One Subscription (ONOS) platform using seven key terms related to GenAI, academic writing, intellectual honesty, academic integrity, research integrity, and publication ethics. From 146 retrieved articles, 39 peer-reviewed journal articles published during 2024–2025 were selected according to the stated eligibility criteria. The review indicates that quality academic writing depends on an identifiable authorial voice, transparent use of sources, research integrity, and author accountability. Across the reviewed literature, limited GenAI literacy and over-reliance on generated content were associated with concerns about originality, critical thinking, reference accuracy, and responsible scholarly practice. Publisher policies generally permit limited assistive uses, such as language or formatting support, while placing responsibility for accuracy, disclosure, authorship, and integrity on human authors. The review further identifies variation among publisher policies regarding acceptable GenAI use. Overall, the findings support clearer guidance, improved GenAI literacy, careful verification of generated content, and stronger alignment between institutional practices and publication policies to maintain the quality and integrity of academic writing.