Navigating Academic Integrity: Teachers’ Challenges, Responses, and Insights to Student Cheating

Abstract

With the rapid advancement of technology, maintaining academic integrity has become an increasingly pressing concern in educational institutions, affecting both the credibility of academic achievements and the learning process. This phenomenological study explored the phenomenon of student cheating from the perspective of teachers in a public school in Pantukan, Davao de Oro. This is guided by the Deterrence Theory by Beccaria (1764), which posits that individuals are less likely to engage in certain behaviors if they perceive the potential consequences as severe. The participants in this study were six purposively selected public school teachers; three participated in focus group discussions (FGDs) and three in in-depth interviews (IDIs) using open-ended interview guide questions. Results revealed four major challenges: over-reliance on AI tools, similar or duplicated answers in assessments, plagiarized outputs, and mobile device-facilitated cheating. Teachers responded with strategies including establishing clear classroom rules, imposing disciplinary sanctions, monitoring and constant guidance, promoting a culture of honesty, and using AI detection tools. Their insights highlighted flexible teaching approaches, fairness and ethical responsibility, fostering independent learning, and guiding the proper use of AI tools. These findings suggest that addressing academic dishonesty requires a balanced approach that combines clear rules, ethical guidance, and the strategic use of technology to uphold integrity while supporting student learning. Additionally, adopting flexible teaching methods, promoting fairness, encouraging independent learning, and providing guidance on responsible AI use can help educators prevent cheating and cultivate a culture of academic honesty.