Why Students Cheat and What We Can Do About It

1. The "Grey Area" Problem

Many students don't believe they are cheating, and in some cases, they may not be incorrect in their thinking. A significant reason behind academic misconduct is confusion. Students often misunderstand what constitutes plagiarism, collaboration, or a violation of academic rules. What one student may view as a "creative solution," another may consider academic fraud.

Students are less likely to engage in cheating when expectations are clear, specific, and consistently reinforced, not just communicated during orientation week.

What Educators Can Do:

• Provide detailed examples rather than relying on abstract policies.
• Explain the reasoning behind the rules, not just the rules themselves.
• Reinforce expectations before each assessment.

2. The Peer Influence Effect

"If everyone else is doing it, why shouldn't I?"

Social dynamics play a significant role in student behaviour. Students are much more likely to cheat if they believe their peers are doing the same, particularly if those peers seem to avoid consequences. This creates a feedback loop that normalises dishonest behaviour and undermines academic integrity. Peer behaviour is not only influential; it can also be predictive of individual actions.

What Educators Can Do:

• Promote a strong culture of integrity.
• Make instances of cheating visible and accountable, without resorting to fear-based tactics.
• Training staff to address misconduct consistently and confidently

3. Disconnected Assessments

"This test doesn't reflect the real world, so why follow the rules?"

Some students justify misconduct by arguing that assessments are irrelevant to their career paths. They have a point: if success in the workplace relies on collaboration, open access to information, and creative problem-solving, then a memory-based quiz may seem meaningless.

The Shift Forward:

• Embrace authentic assessments.
• Allow controlled resources (if that's appropriate)
• Combine open-ended tasks with secure proctoring to ensure fairness.

4. High-Stakes Anxiety

"I didn't mean to,I just couldn't afford to fail."

For many students, cheating isn't a premeditated choice; it often becomes a last resort under immense pressure. Factors such as academic anxiety, parental expectations, financial stress, and poor time management can push students to take shortcuts they would not normally consider.

Research shows that 67% of students report experiencing significant stress related to tests.

Better Solutions:

• Offer flexible timing for assessments.
• Foster a less punitive academic culture.
• Design assessments that reward effort and the learning process, rather than just the final answers.

5. Digital Workarounds = Digital Literacy?

"I was just being smart with tech."

Today's students are digital natives. Some view technological shortcuts not as cheating, but as clever solutions, such as sharing answers via messaging apps or using AI tools during an exam.

It's essential to go beyond simply blocking websites. We need to help students understand why specific tools can undermine the integrity of learning. Additionally, we should design systems that promote fairness without creating a surveillance state.

How Do We Move Forward?

Research indicates that the most effective strategies for reducing cheating are proactive, educational, and systemic.

These include:

• Clear and consistent communication about the importance of integrity
• Improved support and training for staff
• Diverse, engaging, and authentic assessment methods
• Intelligent proctoring that identifies misconduct without increasing stress for students

At Quilgo, we believe that academic integrity and meaningful learning should work together. That's why we are developing proctoring tools that go beyond simple surveillance. Our tools empower educators to conduct secure and scalable assessments without sacrificing trust, transparency, or the student experience.

Our platform offers institutions the flexibility to create assessment workflows that align with academic standards while remaining relevant to real-world situations. We understand that ensuring fairness should not undermine the overall value of learning; instead, it should enhance and protect it.

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