Academic Dishonesty Research Articles

The Delphic ambiguity in academic integrity breaches of international students

ABSTRACT Recent media and literature have focused on the high incidence of academic integrity breaches among international students. However, the studies that reached this conclusion primarily took place in the Americas, Oceania, or the Far East. Most of these studies also rely on students’ voluntary self-reporting of academic dishonesty and generally have small sample sizes. Our study examines the UK context and investigates the occurrence of academic integrity violations within the international student group as compared to domestic students. The research examines a large sample of 12,066 student submissions, with 1406 individual breaches of academic integrity over a period of 3 years (2021–2023). These breaches are classified based on the intensity of the breach as negligence, malpractice, or misconduct. The findings indicate that international students are more likely to engage in malpractice as compared to negligence and misconduct. These findings provide the necessary data-backed information and insights for the co-construction of policies to uphold academic integrity in UK universities.

Leveraging Internal Audit and Blockchain to Mitigate Academic Fraud and Enhance Institutional Sustainability: A General Strain Theory Perspective

Leveraging Internal Audit and Blockchain to Mitigate Academic Fraud and Enhance Institutional Sustainability: A General Strain Theory Perspective

The Impact of AI Writing Tools on Academic Integrity: Unveiling English-Majored Students’ Perceptions and Practical Solutions

The emergence of artificial intelligence (AI) tools has brought a multitude of benefits to many academic practices, particularly in the field of English Language Teaching. Nonetheless, they also present concerns regarding academic integrity. This research aims to explore how English-majored students at Ho Chi Minh University of Foreign Languages – Information Technology (HUFLIT) perceive the influence of AI writing tools on their academic honesty. This study also proposes some practical solutions that students might employ to maintain the authenticity of their work. Conducted in the summer semester (May to August), the participants were 114 English-majored seniors at HUFLIT. Data was collected through surveys and semi-structured interviews, which were analyzed using thematic analysis to identify students’ perceptions, challenges, and solutions. The findings indicated a broad spectrum of students’ perceptions towards the given concern, emphasizing that comprehensive guidelines and educational programs are important to implement AI writing tools responsibly. Additionally, some practical solutions, entailing institutional support, plagiarism checker, and ethical writing practices were identified at the end of the paper.

<b>The Practice of ChatGPT in English Teaching and Learning in Vietnam: A Systematic Review</b>

The purpose of the research is to explore the practice of using ChatGPT in teaching and learning English in the context of Vietnam based on a systematic review of 12 selected studies from 2023 to 2024, which were retrieved from journals such as International Journal of TESOL & Education, AsiaCALL Online Journal, Teaching English with Technology, European Journal of Alternative Education Studies, International Journal of Learning, Teaching and Educational Research, International Journal of Language Instruction, and Kognisi: Jurnal Ilmu Keguruan via Google Scholar. The detailed analysis focuses on the benefits, challenges, and issues of the use of ChatGPT in English teaching and learning in the context of Vietnam. The findings indicate that the deployment of ChatGPT greatly contributes to language education, namely the facilitation of students’ and teachers’ work. Nevertheless, there remain unsolved issues regarding academic dishonesty, plagiarism, sole reliance upon the tool’s function, the appropriateness of the information it offers. It is suggested that there should be training or guidance for teachers and students to use ChatGPT properly, balanced integration of the tool with teachers’ consideration, and so forth. The review article provides valuable references and pedagogical recommendations for future research papers about ChatGPT’s use in English language education.

Impact of evaluation method shifts on student performance: an analysis of irregular improvement in passing percentages during COVID-19 at an Ecuadorian institution

The COVID-19 pandemic had a profound impact on education, forcing many teachers and students who were not used to online education to adapt to an unanticipated reality by improvising new teaching and learning methods. Within the realm of virtual education, the evaluation methods underwent a transformation, with some assessments shifting towards multiple-choice tests while others attempted to replicate traditional pen-and-paper exams. This study conducts a comparative analysis of these two types of evaluations, utilizing real data from a virtual semester during the COVID-19 pandemic at an Ecuadorian institution. It aims to assess the impact of transitioning from one evaluation method to the other, revealing fundamental structural differences. These differences can lead to disparities that unfairly advantage or disadvantage certain student groups based on the evaluation method used. Beyond identifying the causes of these discrepancies, the study reveals that, for the specific case and dataset analyzed, the shift to virtual education led to a significant and abrupt increase in passing percentages. Moreover, under one specific type of evaluation, there is a possibility that a minimum of 21.1% of students may have passed a course due to cheating or other forms of academic dishonesty, while at least 5.5% could have failed that course despite possessing the necessary capabilities.

Age of AI: Explore the Role of AI in Personalized Learning

Nowadays, the relationship between artificial intelligence and learning has received wide attention. However, there is still insufficient research on the relationship and application of artificial intelligence and personalized learning. This paper analyzes the relationship between the current artificial intelligence tools and personalized learning and the future application prospects of AI tools in personalized learning. The analysis of this paper shows that the current AI tools have been widely used in the learning process of students, and the use of after-school learning accounts for a higher proportion. In addition, when students use AI tools in their learning process, the role played by AI tools is not highly related to personalization. And the current AI tools still have certain shortcomings, and further improvements are needed to promote his application in personalized learning. Based on this, this paper puts forward the following suggestions. The first step is to strengthen the use of AI tools in the classroom so that they can participate in the whole process of personalized learning. In addition, AI tool developers should improve the flexibility of AI tools and add corresponding new functions in response to the needs of the education industry. Finally, schools should guide to enable students to use AI tools more effectively in the process of personalized learning and introduce policies to avoid academic misconduct caused by AI tools.

ChatGPT in class: motivation, schadenfreude and student usage intentions

Purpose Integrating social comparison and social identity theories, this study aims to examine students’ emotional and behavioral responses to the use of ChatGPT in academic settings, focusing on intrinsic motivation, dissonance, envy, schadenfreude and artificial intelligence (AI) usage intentions. Design/methodology/approach The research design consisted of two sequential survey-based studies with undergraduate business students. Study 1, analyzed with SmartPLS, measured students’ intrinsic motivation, cognitive engagement, dispositional envy, emotional dissonance and schadenfreude experienced in response to academic dishonesty related to ChatGPT. Study 2 explored the motivations behind students’ future use of AI tools, examining ethical considerations and emotional responses. Findings Study 1 determined that higher levels of cognitive engagement reduce dissonance and envy among highly motivated students. Nevertheless, driven by cognitive engagement, dissonance and envy, it was established that highly motivated students experience schadenfreude when others are caught misusing ChatGPT. In contrast, low-motivated students only feel schadenfreude as a product of dissonance and envy. The focus of Study 2 was on the adoption of ChatGPT. Results indicate that future usage is driven by ethical considerations for highly motivated students, whereas less dissonance is key for low-motivated students. Originality/value The study’s originality lies in its exploration of schadenfreude in the context of AI use among students, highlighting how cognitive engagement and motivation influence emotional responses. Drawing on social comparison and social identity theories, it sheds new light on the dynamics of academic integrity and the emotional landscape surrounding AI tools like ChatGPT, thus filling a research gap in understanding student behavior and perceptions in higher education.

Bridging Cultural Gaps: Enhancing Student Motivation and Academic Integrity in Oman’s Universities

This study explores the cultural and motivational factors influencing student behaviors and academic performance in Oman's higher education system. Drawing on the frameworks of Cultural Relativism and Self-Determination Theory, and employing a descriptive analytical approach based on quantitative methods, the research surveys 409 female students in the Sultanate of Oman. It examines the impact of cultural norms and reward systems on student motivation, academic integrity, and skill development. The findings reveal that cultural values, such as collectivism and a focus on harmony, significantly shape students' approach to academics. These values often lead to weak motivation and a tendency to view behaviors like procrastination and academic dishonesty as socially acceptable. Additionally, many Omani students, particularly those from rural and Bedouin communities, enter higher education with gaps in foundational skills such as English, Mathematics, and Computer Science, which further hinder their academic success and employability. Despite earning academic qualifications, students often struggle to meet labor market demands due to a lack of practical skills. The study calls for reforms in teaching methodologies and foundational programs, advocating for culturally relevant strategies that balance academic rigor with cultural sensitivity. It also recommends fostering intrinsic motivation and promoting academic integrity to better prepare students for the workforce. By integrating Cultural Relativism, the study offers a comprehensive approach to addressing the challenges in Oman's higher education system and provides valuable insights for policymakers, educators, and institutional leaders. These findings align with Oman Vision 2040, emphasizing the need for an educational system that is both academically rigorous and culturally responsive.

Differential effects of honesty-humility and descriptive social norms across the seriousness dimension of academic dishonesty

ABSTRACT Academic dishonesty hinders the accurate evaluation of student learning in higher education. Previous research indicates that both Honesty-Humility and descriptive social norms predict dishonest behavior. Here, we investigated the role of seriousness—the moral weight of dishonest acts—as an underlying dimension of academic dishonesty which can influence the predictive quality of both determinants. We demonstrate that Honesty-Humility has a stronger negative association with serious behaviors, whereas descriptive social norms show a stronger positive association with non-serious behaviors. We investigated a sample of 856 German university students who completed two surveys during a semester in a nationwide study. Using multiple methodologies (i.e. cross-validation with an independent sample, multidimensional scaling, cross-validation with judgments of perceived seriousness), we show that seriousness can be validly measured by assessing the self-reported prevalence of behaviors. This measurement approach is valuable as it does not require additional effort by the researcher. As predicted, structural equation modeling showed that Honesty-Humility was more strongly associated with serious behaviors, while descriptive social norms were more strongly associated with non-serious behaviors. Our findings underscore the theoretical significance of seriousness as a fundamental dimension of academic dishonesty, contributing to a more nuanced understanding of this broad construct. Furthermore, we discuss how recognition of seriousness of dishonest behaviors can inform the development of more targeted and potentially more effective prevention strategies in higher education contexts.

Corrigendum: Impact of academic cheating and perceived online learning effectiveness on academic performance during the COVID-19 pandemic among Pakistani students

Corrigendum: Impact of academic cheating and perceived online learning effectiveness on academic performance during the COVID-19 pandemic among Pakistani students

Predictors of Academic Dishonesty at University Level: A Cross-Sectional Study from Khyber Pakhtunkhwa, Pakistan

Predictors of Academic Dishonesty at University Level: A Cross-Sectional Study from Khyber Pakhtunkhwa, Pakistan

Building Academic Integrity: Evaluating the Effectiveness of a New Framework to Address and Prevent Contract Cheating

Academic integrity is a cornerstone of education systems, yet the rise of contract cheating poses significant challenges for higher education institutions. Current approaches to managing contract cheating often lack the comprehensive structure needed to address the complexities of modern cheating methods. The primary objective of this study is to investigate the effectiveness of the proposed Three-Tier Framework (TTF), designed in our previous study to combat contract cheating. The proposed framework comprises three tiers: awareness, monitoring, and evaluation. It engages stakeholders within the system and encourages a proactive and collaborative stance against contract cheating while reinforcing a culture of academic honesty. The evaluation focuses on three key aspects: the clarity of the framework’s functions and objectives, the potential challenges in implementing the proposed monitoring process, and the perceived limitations in detecting and mitigating contract cheating through this framework. Supervised and unsupervised assignments are considered, excluding the option of e-proctoring, as some students encountered difficulties setting up necessary tools and software for online exams. Survey results reveal a broad consensus among respondents, who expressed strong confidence in the clarity and effectiveness of the framework and its monitoring procedures. These positive perceptions were consistent across respondents, regardless of their prior experience or familiarity with contract cheating. Although the overall feedback was positive, concerns were raised regarding implementing the framework in current educational settings. Specific challenges cited include tight timelines and the increased workload associated with the new procedures, emphasising a need for additional guidance, training, and institutional support to ensure effective adoption. The proposed framework incorporates an instructor dashboard designed to streamline academic workflow and simplify the monitoring process introduced in this framework. The survey results confirm that the framework can be adopted to address the unique needs of academics and diverse educational environments; however further research is needed to explore its applicability across the broader higher education community.

Assessing the scientific integrity of the collected work of one author or author-group.

No published methods for research integrity review include both statistical techniques applied to groups of randomised trials and individual assessment of papers. We propose a method based on practical experience of investigating data integrity across the collected papers of one author or author-group. We report our approach to investigating the collected papers of an author or author-group suspected of academic misconduct. In the investigation of the work of one author or author-group, we recommend a systematic search for the work of the involved author(s) in PubMed, Google Scholar and the RetractionWatch database, as well as a search of trial registries for unpublished clinical trials. Summary information from studies should be tabulated to assess consistency between study registration, execution, and publication. Each paper should be investigated for unfeasible features of the governance, methodology, execution, results, and reporting of the study. Pairwise comparison of baseline and outcome tables between papers may reveal data duplication or unfeasibly large differences between baseline characteristics in similar studies. Assessment of baseline characteristics from multiple randomised trials using Carlisle's method can determine whether the data are consistent with a properly executed randomisation process, as can checking whether reported baseline characteristics follow expected patterns for random variables such as Benford's Law. If serious concerns are raised, a more thorough investigation should be performed by journals, publishers, and institutions. These methods provide a systematic and reproducible way to assess the collected work of one author or group of authors.

Academic integrity: peculiarities of popularization in Ukrainian universities

The study raises the problem of popularizing the culture of academic integrity in higher education institutions of Ukraine. The author analyzes the origin and meaning of the term "academic integrity", explores the international experience of implementing academic integrity as a moral and ethical value in a modern university. In the article, academic honesty is presented as an integral component of the entire process of learning, scientific research, and creativity. The author reveals the reasons for the growing attention to the problems of academic integrity in Ukraine and analyzes in detail the events dedicated to the problems of academic integrity that are actively held today in the educational and scientific Ukrainian academic environment, such as round tables, conferences, research and educational domestic and international projects, webinars, online courses, etc. A detailed analysis of domestic and international large-scale sociological studies on the problems of the academic culture of students and the reasons for its deformation deserves special attention. According to the results of the surveys, the author summarizes that academic dishonesty is quite widespread in Ukrainian universities, but it is quite comparable to student fraud in other countries. The rationalization of the reasons for academic dishonesty among Ukrainian students and students of higher education abroad is comparable. As a rule, students justify the violation of norms of academic integrity by external circumstances and referring to the lack of practical value of tasks for their professional training, the irrelevance and uninterestingness of such tasks. The author analyzes what measures modern Ukrainian universities resort that to develop and popularize the values of academic culture and establish high moral and ethical qualities of participants in the educational process, and what role the internal normative and regulatory documents of universities play in this. The author comes to the conclusion that a correct understanding of academic honesty and a high level of information culture are the basis of the functioning of a modern higher school.

Actual dishonest behaviour versus self-perception as an honest student: Real time observational and self-report study.

Academic dishonesty poses significant challenges in educational settings, particularly among nursing students. Efforts to mitigate this issue through pedagogical and technological approaches have seen limited success. Diverse theoretical explanations for academic dishonesty underscore the need for further exploration of this multifaceted phenomenon. This research explored self-reported and real-time observed dishonest behaviours among nursing students during in-person quizzes. Mixed methods: self-reporting and real-time observations using classroom cameras. Nursing academic campus. Third-year baccalaureate nursing students (n=72). The mean age was 27years; 75.5% were female, and 18.4% identified as married. Data collection spanned three phases: pre-research preparation, in-class observations during quizzes, and post-quiz self-reporting. Independent observers conducted observations to prevent biases. Observations identified speaking as the most common dishonest activity, followed by peeking and phone use. New forms of dishonesty included copying from quiz sheets and making phone calls during quizzes. Dishonest activities increased over the semester, particularly speaking and peeking. Questionnaire responses showed most students viewed dishonest behaviours as forbidden, though 37% allowed signing for others. While students rated themselves as moderate to completely honest, about 50% admitted to occasional dishonest behaviours. Logistic regression revealed internal moral principles and self-concept as significant predictors of honest behaviour (R2=39.6%; p<0.05). Decision tree analysis revealed detailed relationships between internal moral principles, self-concept, and behavioural cataloguing in predicting honest and dishonest behaviours. The study uncovered a concerning gap between students' professed integrity and their actual dishonest behaviour during quizzes, showing an upward trend over time. This suggests complex influences shaping students' decisions. Observing peers' dishonesty may normalize such behaviour, fuelling its spread. Educational efforts should aim at bridging the gap between students' values and actions, employing methods that nurture practical skills related to integrity and promoting positive role models to foster a culture of honesty.

A Chasm of Academic Integrity Perspectives Between Students and Lecturers

Academic integrity is a critical issue in Australian universities and globally, as its absence leads to academic misconduct. This study explores academic integrity and misconduct from both lecturer and student perspectives at a large Australian university. Through 20 semi-structured interviews with business students and lecturers, a qualitative phenomenological analysis identified an “academic chasm” between these groups. Themes emerged around understanding integrity, power dynamics, and national culture. By comparing these perspectives, the research aims to bridge gaps in understanding and practice. Drawing on insights from various fields, this study provides a novel qualitative model to address integrity issues in higher education. The findings offer new directions for fostering mutual understanding and promoting academic integrity among lecturers and students.

Academic integrity surrounding the use of generative AI in higher education: Lenses from ICT college students

The emergence of Generative AI (GenAI) in education marks a transformative shift in teaching, learning, and assessment practices. GenAI technologies have evolved from being simple conversational agents to highly advanced systems capable of generating human-like text, solving complex problems, assisting in creative writing, tutoring, and even providing personalized feedback to students. This paper explored the use of GenAI in education with emphasis on its implications towards academic integrity. Information and Communications Technology (ICT) college students (n=30) were purposively sampled to be interviewed regarding their experiences and perceptions about the use of GenAI in their program. Thematic analysis was carried out to identify emerging themes and assess the implications of GenAI use in education, particularly ICT learning processes. Students believed that GenAI offers significant benefits, such as personalized learning, assistance in creative writing, tutoring, coding, and grading, which enhance students’ learning experiences by providing instant feedback and helping them understand difficult concepts. Concerns about over-reliance on AI, plagiarism, and academic dishonesty have emerged, as some students use AI tools to bypass intellectual effort, raising questions about the authenticity of their work. ICT students expressed concerns about GenAI fostering cheating and undermining academic independence. Despite these issues, students remain optimistic about GenAI’s role in education, advocating for clear guidelines on its appropriate use to balance its benefits with the need for academic integrity. The integration of GenAI in educational settings necessitates careful management to ensure that it supports, rather than diminishes, the learning process.

Spirituality Beyond Religiosity: Understanding Perceptions of Academic Cheating in Indonesia and Malaysia

Cumulating evidence suggests that high levels of spirituality can foster integrity. However, integrity violations remain prevalent, even among populations with strong religious beliefs. This study collected data from 2,800 students across 17 academic institutions in Indonesia and Malaysia to examine the relationship between their levels of spirituality and their perceptions of academic cheating. Although both countries have predominantly Muslim populations, they differ in how religious practices are implemented. The results revealed a significant correlation between spirituality and perceptions of cheating in both countries. However, one aspect of spirituality in Indonesia diverged from the broader concept, underscoring the complex and nuanced relationship between spirituality and religion. While these concepts often overlap, they also exhibit distinct differences. Such differences in spirituality and religiosity may help explain the paradox of integrity issues, including the prevalence of cheating within religious communities.

TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS THE USE OF ARTIFICIAL INTELLIGENCE: ALL-UKRAINIAN RESEARCH

The steady rise of artificial intelligence (AI) across multiple domains, particularly education, marks a transformative period for the field. Understanding the essential role of teachers and students as active participants in this transformation, as well as the factors influencing their perceptions and attitudes toward AI, is critical. In Ukraine, the emergence and rapid spread of accessible AI tools occurred during a time of full-scale military conflict, bringing about drastic disruptions to traditional educational processes. This study provides insights into these impacts by analyzing the results of a nationwide survey conducted in 2023 on AI's role in education, gathering perspectives from two main groups: educators (N = 1734) and students in grades 8–11 (N = 1448). The data reveal distinct differences in teachers' and students' attitudes towards integrating AI into education. While many teachers recognize AI's potential to aid in tasks like test creation, creative task development, and student progress tracking, they also express concerns about ethical implications and the risk of academic dishonesty. In contrast, a substantial portion of students’ view AI as a valuable tool for enhancing learning and promoting self-directed education. Additionally, the study identifies an inverse relationship between the duration of a teacher's professional experience and their frequency of AI use, suggesting that younger educators may be more inclined to adopt these technologies. Among students, however, a positive correlation exists between their year of study and the frequency of AI tool utilization, indicating a gradual increase in AI engagement with advancing grade levels. Based on the results, it can be concluded that AI is currently an additional option for educational activities that will become a necessity in the near future. Therefore, retraining and upskilling teachers and providing them with appropriate quality tools is an essential and urgent task.

Navigating the ChatGPT Theological Terrain: Considerations for Graduate Theology Students

With discussions across disciplines, AI technologies are here to stay. For both professors and students, academic debates raise ethical and moral questions. This study attempts to address the latter issue through these research questions: Can graduate theology scholars use ChatGPT for their publications? What are the advantages and drawbacks of using ChatGPT in scholarly publications for graduate Theology students? What are the implications for graduate Theology students? What guidelines should be followed when using ChatGPT? The literature shows that professors are already worried about potential scholastic perversions resulting in plagiarism and academic fraud. Originality, creativity, synthesis, and critical thinking, diligent editing are still necessary. AI technologies have theological ramifications for soteriology and ecclesiology. ChatGPT's biblical knowledge is theologically unsound and prone to errors. It’s unreliable in translations of ancient Biblical texts and should not replace professional knowledge of languages, particularly when handling intricate linguistic problems. Thus, AI technology should be viewed as a supportive tool for missions. It should not replace spiritual discernment, the Holy Spirit's guidance, theological understanding, or insights into the Christian experience.