Tamuna Sulkhanishvili is a Georgian academic and human resources management professional with expertise in business administration, political science, employee performance management, and organizational development. She is currently pursuing a PhD in Business Administration at Ivane Javakhishvili Tbilisi State University and serves as a Guest Lecturer at both Tbilisi State University and Ilia State University. She also has extensive professional experience in human resources management within public-sector institutions. Her research interests focus on human resource evaluation, employee performance management, career development, employee satisfaction, and organizational behavior. She has authored and co-authored several academic publications in international journals and presented research at international scientific conferences. She is also proficient in Microsoft Office, SPSS, and other professional software tools, with working knowledge of English and Russian.

Generative AI in Undergraduate Education: Transformation, Opportunities, and Ethical Challenges in Academic Writing.                                                                                                                               The rapid adoption of Generative Artificial Intelligence (GenAI) tools - such as ChatGPT, Claude, Grammarly, and QuillBot - has fundamentally transformed the higher education landscape. For undergraduate students, AI has become an everyday aid in conducting research, brainstorming ideas, and revising text. This paper explores the empirical practices of AI usage among undergraduate students, with a primary focus on the academic writing process.​This study analyzes the dual nature of GenAI deployment in academia. On one hand, it acts as a powerful "cognitive assistant" that aids students in brainstorming, structuring arguments, refining linguistic and grammatical quality, and digesting non-native language sources. On the other hand, critical challenges emerge: overreliance on technology, the potential degradation of critical thinking skills and the student's authentic "academic voice," algorithmic hallucinations (i.e., fabricated citations and false factual claims), and novel forms of academic misconduct.​Ultimately, this presentation emphasizes the necessity of shifting from restrictive prohibition policies toward a constructive model of AI Literacy. We outline actionable recommendations for transforming academic writing pedagogy and updating assessment frameworks, ensuring that artificial intelligence serves to augment students' analytical capabilities rather than replace them.                                                                                                                              Keywords: Generative AI (GenAI), Undergraduate Education, Academic Writing, AI Literacy, Academic Integrity, Cognitive Assistant