Chapter 10: Academic Citation and Generative Artificial Intelligence: Challenges for Research Tutoring in Graduate Education

This article examines the challenges that have emerged in academic citation practices as a result of the increasing use of generative artificial intelligence in graduate education. The analysis is grounded in the situated experience of three research tutors who support master’s and doctoral students during their research training processes. A narrative-analytical approach was adopted, based on the systematization of 57 academic works reviewed during formative tutoring sessions conducted at different universities in 2025. This process made it possible to identify recurring patterns of uncritical reliance on AI tools in the construction of references and theoretical frameworks. The findings reveal significant issues, including hallucinated or nonexistent citations, hybrid references, non-recoverable DOIs, generalized attributions without documentary support, and a growing dependence on automatically generated bibliographic lists without verification in reliable academic databases. These practices reflect a limited understanding of academic citation as a merely formal requirement, disconnected from its ethical, epistemological, and formative dimensions. In response, the article proposes an ethical-methodological pathway for academic citation, together with a verification protocol aimed at promoting conscious AI use, rigorous source validation, responsible bibliographic management, and documentary traceability. The article concludes by emphasizing that the central challenge lies in the pedagogical, ethical, and institutional practices that shape the use of artificial intelligence in graduate research training.