AI-Assisted Academic Writing and Publishing in Morocco: Doctoral Students’ Ethical Decision-Making Accounts

The recent technological development and the prevalent use of generative AI applications have rendered commitments to research ethics and integrity more challenging. This study investigates Moroccan doctoral students’ accounts of decision-making in English-language academic writing and publishing, alongside the institutional and relational conditions associated with those decisions. This study may be salient for higher education contexts in which formal ethics procedures and AI-related guidance remain uneven, in light of publication pressures and uncertain standards. Data were generated through semi-structured interviews with twelve doctoral candidates from multiple disciplines at two public Moroccan universities, and were subsequently analyzed thematically. The analysis yielded three interconnected themes: (1) institutional ethics infrastructure and its practical accessibility, (2) supervisory mentorship as a source of direction and accountability, and (3) peer-based norms shaping AI use in academic writing and expectations regarding disclosure. The findings suggest that unclear procedures and uneven supervision are associated with the growth of informal peer practices, heightened strain, and variable alignment with formal requirements. The article proposes a multi-level framework which links institutional environment, workgroup climate, and issue-specific evaluations of AI use to reported ethical practices. It also points to the value of structured ethics education, supervisor development initiatives, and clear guidance on AI transparency in academic work.