Understanding AIgiarism in higher education: the lens of general AI attitudes and moral disengagement.
Saved in:
| Title: | Understanding AIgiarism in higher education: the lens of general AI attitudes and moral disengagement. |
|---|---|
| Authors: | Waqas, Muhammad (AUTHOR), Hania, Alishba (AUTHOR), Chunyan, X. U. (AUTHOR) |
| Source: | Studies in Higher Education. Apr2026, Vol. 51 Issue 4, p910-926. 17p. |
| Subjects: | Moral disengagement, Artificial intelligence & ethics, Higher education, Psychology of students, Academic support programs, Education ethics, Academic fraud, Artificial intelligence |
| Geographic Terms: | China |
| Abstract: | The rapid integration of artificial intelligence in academic environments has created unprecedented challenges for maintaining academic integrity, particularly concerning AI-facilitated plagiarism (AIgiarism). Using stratified random sampling, we surveyed 373 undergraduate students across government universities in Jiangsu Province, China, to investigate the complex interplay between institutional support mechanisms, moral-psychological processes, and students' engagement with AI tools in academic work. Through validated instruments, our research reveals a moderated mediation model where attitudes towards AI technology significantly mediate the relationship between academic support and AIgiarism (β = −0.384, p <.001), with moral disengagement moderating both paths (β = 0.152, p <.002; β = 0.178, p <.001). These findings challenge traditional deterrence-based approaches to academic integrity and introduce the 'Mediated Digital Integrity Model,' emphasizing the dynamic interplay between institutional, attitudinal, and moral factors. Our research contributes to the emerging literature on digital academic integrity and provides crucial insights for developing integrated AI ethics programs in higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The rapid integration of artificial intelligence in academic environments has created unprecedented challenges for maintaining academic integrity, particularly concerning AI-facilitated plagiarism (AIgiarism). Using stratified random sampling, we surveyed 373 undergraduate students across government universities in Jiangsu Province, China, to investigate the complex interplay between institutional support mechanisms, moral-psychological processes, and students' engagement with AI tools in academic work. Through validated instruments, our research reveals a moderated mediation model where attitudes towards AI technology significantly mediate the relationship between academic support and AIgiarism (β = −0.384, p <.001), with moral disengagement moderating both paths (β = 0.152, p <.002; β = 0.178, p <.001). These findings challenge traditional deterrence-based approaches to academic integrity and introduce the 'Mediated Digital Integrity Model,' emphasizing the dynamic interplay between institutional, attitudinal, and moral factors. Our research contributes to the emerging literature on digital academic integrity and provides crucial insights for developing integrated AI ethics programs in higher education. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2025.2497479 |
