The integration of Artificial Intelligence (AI) tools into academic writing practices has introduced transformative shifts in higher education, particularly in the domains of writing competency and critical reasoning development. This study develops a framework-based analytical model to examine the impact of AI-enabled writing tools on Malaysian university faculty members, focusing on how these tools influence cognitive engagement, academic expression, and evaluative thinking processes. Drawing on qualitative literature synthesis and interpretive methodological principles, the study conceptualizes AI as both an assistive and disruptive force within academic writing ecosystems. The findings indicate that AI tools enhance efficiency, linguistic accuracy, and structural coherence in academic outputs; however, they simultaneously raise concerns regarding reduced independent critical reasoning and over-reliance on automated suggestions. The framework proposed in this study integrates three core dimensions: cognitive engagement, writing proficiency enhancement, and ethical-academic dependency regulation. It further highlights institutional readiness and AI literacy as mediating factors shaping effective adoption outcomes. The study contributes to ongoing debates on AI in higher education by offering a structured model for balancing technological augmentation with intellectual autonomy. Limitations include the conceptual nature of the framework and reliance solely on secondary literature. Future research directions emphasize empirical validation and cross-cultural comparative analysis.