ROBLEMS AND PROSPECTS OF FOSTERING A RESEARCH-ORIENTED READING CULTURE THROUGH ARTIFICIAL INTELLIGENCE: A CONCEPTUAL REVIEW A CONCEPTUAL REVIEW Section Articles

Abstract

he emergence of Artificial Intelligence (AI) particularly generative AI and large language models

(LLMs) has fundamentally reshaped how knowledge is acquired, managed, and disseminated. This

conceptual review critically examines the dualistic role of AI in fostering a research-oriented

reading culture. It investigates persistent barriers to cultivating deep reading habits among

scholars and students. At the same time, it analyzes the transformative opportunities that AI

powered tools offer for enhancing engagement, comprehension, and knowledge synthesis.

Synthesizing contemporary literature, the paper acknowledges that AI provides powerful

affordances. It can mitigate information overload and personalize learning. However, its

integration requires careful pedagogical and ethical consideration. Without this, AI risks

undermining the very critical thinking skills that research-oriented reading aims to develop. Tools

for summarization, discovery, and dialogic interaction present unprecedented prospects for

researcher engagement. Yet these same tools can also erode the deep reading they are meant to

serve. Consequently, the paper argues that the central challenge lies not in technological adoption,

but in pedagogical integration. The goal must be to design practices that use AI not as a substitute

for intellectual labor, but as a catalyst for more rigorous and reflective scholarship.