Abstract

ncidences of academic misconduct are an ongoing and increasing challenge in higher education, further complicated by the growing use of and discourse around AI. A notable factor contributing to misconduct is students’ misunderstanding of academic integrity practices, which can lead to the normalisation of academic malpractice through misunderstanding rather than intentional cheating. Two course initiatives were developed to support the development of students’ understanding and awareness of academic practices that promote integrity while addressing common misconceptions about misconduct. It was hypothesised that providing supportive educational resources would enhance students’ knowledge of academic integrity and contribute to a reduction in academic misconduct cases. Students responded positively to the courses, demonstrating improved understanding of academic integrity, which corresponded with a significant reduction in academic misconduct cases at institutional level. The proposed Integrated Academic Integrity Framework builds on the literature and findings to connect the interrelated factors into a model that can support the development of future interventions around academic integrity in student populations. Supportive course initiatives can effectively contribute to a reduction in academic misconduct cases in any institution by directly addressing misunderstandings around good academic practice and increase student understanding of academic integrity. However, institutional buy-in is essential for widespread success.