Teacher Training Students’ Views on Academic Dishonesty, Causes of it and Options for Reduction


  • Merili Raudmäe
  • Marvi Remmik
  • Liina Lepp
  • Liana Roos




academic dishonesty, plagiarism, teacher training students, faculty members


The aim of this study is to explain the personal philosophy and understandings of students about academic dishonesty. In the theoretical part of the thesis, academic integrity is described generally based on a number of different authors. Students’ perceptions of academic integrity and the role of the faculty member in academic dishonesty prevention and detection, according to several different authors, are also explained in the theoretical part. The study indicates that the students are aware of this problem and understand the severity of it, but there are also students who do not have an opinion about the subject or they have not had any experience with questions of academic integrity. The research was carried out using the qualitative method. The research is based on semi-structured interviews with 26 teacher training students. Thematic data analysis was used, which makes it possible to obtain a detailed overview of the gathered data. The conclusions of the research showed that most of the students are aware of academic dishonesty and consider it a serious problem. Cheating and plagiarizing were listed as the main modes of academic dishonesty, while inability to plan time and laziness were said to be the primary reasons for it. In addition, students mentioned that academic dishonesty is made possible by the professors’ lack of attention, which gives students an opportunity. Also students with different ethnic origin are more likely to be involved in academic dishonesty than Estonians. Some methods for reducing cases of academic dishonesty were mentioned, for example, placing video cameras in the classrooms and increasing students’ learning motivation. The practical value of the current study lies in its results, which can be used to prevent academic dishonesty in higher education institutions. The study provides information about students’ knowledge of academic dishonesty in general, the reasons behind it, and the solutions that students themselves suggest for preventing future cases. Based on the information obtained from the study, the spread of academic dishonesty could be reduced. However, this topic needs further research. For instance, one option would be to study lecturers’ opinions on the topic, their teaching practices, and conceptions of academic dishonesty. Moreover, the way lecturers plan their activities and the measures they take to avoid academic dishonesty in higher education institutions could also be studied. In conclusion, it can be said that academic dishonesty is a problem, but there are different ways to reduce it.


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