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This research explores academic misconduct's prevalence, patterns, and impacts on sustainable academic achievements in higher education institutions (HEIs) in Punjab. The study aims to grasp the extent of academic dishonesty among university students, analyze its effects on their academic results, and provide evidence-based recommendations for stakeholders. Using a quantitative research design, data were gathered from 160 students at the Government College University Faisalabad through a well-structured questionnaire. The data is self-reported and the results reveal that students are engaged in academic dishonesty. 41.9% of the students reported that they have never cheated, while 36.3% admit to rarely cheating during exams. Additionally, 26.3% of respondents observed frequent cheating among classmates, and 22.5% acknowledged helping others cheat. The study emphasizes the crucial role of institutional policies, ethical education, and cultural factors in controlling academic dishonesty. Recommendations highlight the necessity of integrating ethics into the curriculum, enhancing surveillance, and fostering a culture of integrity within HEIs. These insights provide valuable guidance for policymakers and educational institutions to address academic dishonesty and promote sustainable academic success.
Mahmood et al. (Sun,) studied this question.
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