Are more students cheating on assessment tasks in higher education? Despite ongoing media speculation concerning increased ‘copying and pasting’ and ghostwritten assignments produced by ‘paper mills’,

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Understanding Students' Perceptions of Plagiarism Within the Discipline of Geography in the University of KwaZulu-Natal (2026) · doi

  The current research has investigated geography students’ perceptions of plagiarism at the University of KwaZulu-Natal. As both a lecturer and honours coordinator, I recommend that students learn to manage their time more effectively, as they receive an average of 40 assessments per semester. Thus, poor time management would increase pressure on each assessment and likely increase the appeal of academic dishonesty to save time. Second, digital resources and artificial intelligence should not be avoided; rather, they can be ethi- cally embraced as educational aids that save time while teaching students critical thinking. Third, and most importantly, use all the resources available to you to assist you in succeed- ing in your studies; this includes consulting with your lecturer, visiting the library, reading and going beyond compulsory module readings. For lecturers, I recommend setting assess- ments that require originality- whereby students can practically see the implications of said theory- as this would likely encourage students not simply copy from the internet. Next, even if the university offers these workshops, establish relationships with the discipline librarian to arrange further, mandatory workshops for registered students. And though the massification of students has meant more work and less time to revise module content, it is highly encouraged for lecturers to annually revise their module content and formative and summative assessments, as this may increase class attendance and general interest in the class. Finally, higher education institutions are strongly encouraged to offer a compul- sory, non-credit module on ethical academic behaviour that all registered undergraduate and postgraduate students must complete within their first year of studies. Second, personal experience has shown that both students and university staff are unfamiliar with the teach- ing and learning policies regarding plagiarism, the use of artificial intelligence, and their consequences. Thus, training workshops should be mandatory for academic staff to attend, to prevent disciplines and individuals from developing their own rules and to ensure that all actions are guided by the university’s policies. Being student-centred does not mean impu- nity; it is being concerned with an education that prioritises students’ inclusion, support and learning. With that being said, universities putting students first means helping students succeed academically while improving their scholarship and other skills. Therefore, univer- sities have an obligation to protect their reputation, academic staff, and students by imple- menting fair and transparent processes that are unbiased towards any single stakeholder. 1 3N. P. NzimandePage 13 of 19

  Keywords: students time university academic module increase workshops staff plagiarism lecturer recommend assessments thus likely save
• Is Plagiarism Creating an Opportunity for the Development of New Assessment Strategies? (2005) · doi

  Have traditional student assessment strategies such as the formal written paper outlived their usefulness? Given reports of plagiarism in post-secondary institutions and the ease with which students can 'cut and paste' content from online sources, the relevance and applicability of traditional assessment strategies need to be examined in light of these technological advances.

  Keywords: traditional assessment strategies student formal written outlived usefulness given reports plagiarism post secondary institutions ease
• Is plagiarism changing over time? A 10-year time-lag study with three points of measurement (2016) · doi

  Are more students cheating on assessment tasks in higher education? Despite ongoing media speculation concerning increased ‘copying and pasting’ and ghostwritten assignments produced by ‘paper mills’, few studies have charted historical trends in rates and types of plagiarism.

  Keywords: students cheating assessment tasks higher education despite ongoing media speculation concerning increased copying pasting ghostwritten