Vol.15, No.3, August 2026.                                                                                                                                                                          ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

Academic Dishonesty in the Digital Age: Toward Sustainable Educational Integrity through TPB

Ngoc-Hong Duong, Quoc Huy Huynh, Hung Long Nguyen, Thanh Thao Tran, Ngoc Bao Thai

© 2026 Ngoc-Hong Duong, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 15, Issue 3, Pages 2576-2588, ISSN 2217-8309, DOI: 10.18421/TEM153-47, August 2026.

Received: 29 July 2025.
Revised: 09 November 2025.
Accepted: 13 January 2026.
Published: 27 August 2026.

Abstract:

Academic dishonesty remains a critical issue within contemporary educational systems. This study investigates the factors influencing dishonest academic behavior among university students in Vietnam. The primary objective is to identify key psychological and social determinants that shape students’ cheating intentions and behaviors in examination settings. A structured survey was administered to 545 university students across multiple regions nationwide. Drawing on established behavioral and ethical frameworks, the study examines the roles of attitudes, subjective norms, perceived behavioral control, vertical individualism, and moral obligation toward academic dishonesty. The empirical results reveal that attitudes, subjective norms, perceived behavioral control, and vertical individualism significantly increase students’ propensity to engage in dishonest behavior. In contrast, moral responsibility does not directly promote misconduct but instead demonstrates a significant adverse moderating effect. These findings provide valuable theoretical insights and practical implications for universities in designing effective interventions, strengthening ethical awareness, and improving assessment strategies in increasingly digital learning environments.

Keywords – Academic Dishonesty, higher education, moral obligation, PLS-SEM, Theory of Planned Behavior.

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