Academic integrity - fragile by definition or by neglect?
Academic integrity - fragile by definition or by neglect?

Summary/Abstract: The article examines academic dishonesty as a persistent and deepening issue within university environments. Cheating is considered not only an ethical concern but also a socially and culturally conditioned phenomenon. The article presents original research involving a survey of 125 respondents and focus group discussions. The first set of questions addresses the types of academic misconduct students have observed, while the second explores what they perceive as dishonest behavior. The focus groups revealed ambivalence: cheating is seen as "wrong," but often "not that serious." The causes of academic dishonesty are multifaceted: low self-esteem, pressure to succeed, lack of understanding of academic rules, weak moral culture, and societal tolerance for unethical behavior. Information technologies, particularly artificial intelligence, are also identified as additional catalysts. The article reinforces the idea that academic integrity cannot be enforced through statements and declarations alone. What is needed is a cultural shift within universities - through the implementation of clear policies, ethical education, institutional transparency, and student engagement. Cheating is not merely an individual failure, but a systemic issue that requires a comprehensive institutional response.

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