Unpacking Students’ Perceptions of Academic Integrity: Narratives of Plagiarism and Honesty in Higher Education

Abstract

Aim. The study aims to explore higher education students’ perceptions of academic integrity, particularly how they construct meanings of plagiarism and honesty, and to document their lived experiences and narratives in upholding or struggling with integrity in academic work. Methods. A qualitative narrative inquiry design was employed, engaging 15 purposively selected students from Camarines Sur Polytechnic Colleges across different programmes and year levels. Semi-structured interviews were conducted, transcribed verbatim, and validated through member checking. Data was analysed using Braun and Clarke’s six-phase thematic analysis to identify recurring patterns in students’ perceptions and experiences. Results. Four themes emerged in relation to perceptions of academic integrity: (a) integrity as honesty and truthfulness, (b) plagiarism as deliberate cheating, (c) plagiarism as confusion and error, and (d) integrity as compliance with institutional rules. Likewise, four themes surfaced regarding challenges and practices: (a) time pressure and workload, (b) digital temptations and shortcuts, (c) cultural habits and peer influence, and (d) resilience strategies and peer accountability. Findings revealed that integrity is understood as a contextual, negotiated practice shaped by internal values, cultural orientations, technological influences, and institutional structures. Conclusions. The study concludes that academic dishonesty is often driven by systemic and developmental factors rather than moral weakness, while students also demonstrate resilience and creativity in upholding honesty. A key recommendation is the development of an Academic Integrity Resource Kit for Students and Faculty, which would translate the study’s insights into practical tools for promoting a culture of integrity across the college.