Corresponding Author: Mohammed Waseem Ashfaque
Generative Artificial Intelligence is increasingly shaping writing instruction by supporting idea generation, drafting, revision, formative feedback, and individualized learning. To augment traditional writing instruction and perhaps lessen teachers' workload, GenAI and AI-assisted writing tools like ChatGPT, Grammarly, and Quill Bot are being used in elementary, secondary, postsecondary, and professional-learning settings. Their growing use, however, also raises issues of academic integrity, learner reliance, algorithmic bias, transparency, data privacy, and shifting educator responsibilities. This study uses a systematic review to synthesize literature published between 2019 and 2025, retrieved from Scopus, Web of Science, IEEE Xplore, ScienceDirect, and Google Scholar, using pre-established standards for inclusion, exclusion, data extraction, and quality assessment. To identify the educational benefits, drawbacks, and factors that support successful GenAI-supported writing instruction, this review examines empirical research, including controlled studies and mixed-methods studies. The evidence suggests that structured pedagogical guidance on integrating GenAI may improve writing productivity, feedback mechanisms, revision approaches, and educational outcomes. For instance, one study on graduate writing revealed that after using scaffolder GenAI, the median research and writing time decreased from 150 to 65 minutes (56.7%), while the median rubric performance increased from 91.67% to 95.83%. Based on the aggregated evidence, the study suggests a pedagogical framework that incorporates instructional design, appropriate AI use, teacher preparation, ongoing evaluation, and institutional governance. Overall, the study concludes that GenAI is a useful instructional tool. Still, its efficacy depends on deliberate pedagogical integration, critical engagement with AI-generated material, and ongoing teacher participation rather than substituting for human teaching knowledge