Year: 2026
Type: article
Abstract: Introducción: Academic dishonesty remains persistent in higher education, exacerbated by online assessment, contract cheating markets and generative AI. Objective: This umbrella review synthesised review-level evidence on drivers of academic dishonesty and prevention strategies recommended for higher education. Methodology: Searches were conducted in Scopus and Web of Science Core Collection from database inception to June 2025, without date restrictions, and complemented with citation searching. Seventy-eight peer-reviewed reviews were included. A structured extraction and coding instrument was piloted; review-level text segments were coded through keyword-assisted content analysis, independent coding and consensus. Findings are reported as non-exclusive review-level frequencies, not causal effect sizes. Results: The most recurrent driver domains were motivation, attitudes and moral reasoning (43.6%), pressure, stress and workload (35.9%), assessment design and teaching context (33.3%), institutional governance gaps (28.2%) and technology-mediated opportunity (26.9%). The most frequent strategy domains were technology/AI and online-integrity guidance (73.1%), embedded integrity education (66.7%), institutional governance and policy (60.3%), monitoring controls (39.7%) and culture/communication (37.2%). Conclusions: The findings support a multi-level integrity programme combining assessment redesign, curriculum-embedded integrity education, staff development, transparent policy, proportionate monitoring and continuing evaluation.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7202068685