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Keywords

academic dishonesty, cheating, digital learning, higher education, self-efficacy, students

Special Issue

Winter 2025: Higher Education in Gulf Region

Abstract

Academic dishonesty has become a pervasive issue among students, often driven by environmental and social pressures and facilitated by opportunities such as the use of digital devices (e.g., smartwatches) that enable misconduct. The aim of the current study was to examine the associations between academic dishonesty and variables including class attendance, self-efficacy, and the use of digital learning methods. It was hypothesized that academic dishonesty would increase with higher absenteeism, lower self-efficacy, and greater reliance on Zoom lectures and exams. This study was conducted at a single academic institution in Israel, based on an anonymous structured survey completed by 121 participants. Findings revealed that 50% of participants view breaches of academic integrity as acceptable in higher education. Furthermore, students engaging in academic dishonesty often fail to consider the broader implications of their actions for their academic achievements or the integrity of higher education. These findings deepen our understanding of academic dishonesty in higher education and highlight areas for intervention, offering insights for the development of preventive strategies to be incorporated into academic programs.

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