This paper introduces the Interactive Theory of Artificial Intelligence in Academic Knowledge Production, which reconceptualizes the role of AI not as a passive research tool but rather as an active co-creator within the scholarly process. Specifically, the theory posits that academic knowledge emerges through a dynamic and dialogic interaction between human researchers and AI systems; thus, both entities contribute iteratively to the development, interpretation, and dissemination of knowledge. Moreover, the framework is structured around five interrelated components: AI as a cognitive amplifier, human-AI interaction as dialogic exchange, human cognition as an interpretive filter, knowledge output as a co-constructed artifact, and ethical and epistemic validation as a governing layer. Accordingly, the theory provides a comprehensive model for understanding the epistemological and ethical implications of AI integration in academia. Nevertheless, while the theory offers substantial opportunities for innovation, efficiency, and intellectual advancement, it simultaneously raises critical concerns related to authorship, academic integrity, algorithmic bias, and equitable access. Therefore, this study calls for both empirical validation and institutional adaptation to ensure that AI’s role in research remains ethically grounded and academically rigorous. Ultimately, the proposed theory contributes to the broader discourse on the future of knowledge production in an increasingly AI-augmented academic landscape.
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