The aim of this study was to provide a comprehensive and balanced analysis of the role of generative artificial intelligence (AI) in academic research and writing and to identify its opportunities, challenges, and ethical considerations based on the existing literature. This study adopted a systematic review approach and incorporated selected components of the PRISMA reporting framework. A structured search was conducted across reputable national and international databases covering publications from 2019 to 2024. Of the 52 initially identified records, duplicate records were removed, followed by title and abstract screening and full-text assessment. Ultimately, 26 eligible sources, including 25 English-language articles and one Persian-language article, were selected for analysis. Data were analyzed qualitatively through a four-step process consisting of the extraction of initial codes, their classification into 11 axial codes, the organization of these codes into three overarching themes, and a comparative analysis across studies. The findings revealed that generative AI offers significant opportunities in three main areas: enhancing research productivity, improving the quality of academic writing, and facilitating access to scholarly resources. At the same time, several challenges were identified, including threats to academic integrity and the risk of plagiarism, the potential weakening of critical thinking, excessive reliance on AI tools, and concerns regarding the accuracy and reliability of algorithmic outputs. Comparative analysis of the reviewed studies identified three dominant perspectives within the literature opportunity-oriented, threat-oriented, and balanced approaches as well as four major conceptual tensions.