abstract
- This paper presents the results of an educational case study conducted during a one-week intensive course on the use of artificial intelligence (AI) to support scientific writing. Pretest and posttest evaluations were administered to assess the students' level of use and familiarity with AI before and after the course. Participants worked with a base document in the format of a scientific publication and learned to integrate AI ethically and responsibly, identifying which sections of the text could be supported by this tool. The results show an increase in ethical understanding, metacognition, creative self-efficacy, and academic integrity, demonstrating that an intensive course can significantly enhance the use of AI among engineering students for scientific article development. This study provides evidence of effective strategies for teaching AI-assisted scientific writing.