Navigating the ethical dilemma in digital learning: balancing artificial intelligence with spiritual integrity to address cheating

Purpose This study aims to examine the phenomenon of academic dishonesty among university students, particularly in the context of increasing use of artificial intelligence (AI) tools. Design/methodology/approach The study employs direct interviews and a list experiment method to measure the prevalence of academic dishonesty, including students’ intentions to use AI tools for online cheating. The respondents consisted of 305 students from the Faculty of Economics and Business at four private universities in Lampung, Indonesia. Findings The findings reveal that students are generally reluctant to admit dishonest behavior, such as using AI for cheating, when asked directly due to feelings of shame and social pressure. However, the list experiment method, which provides greater anonymity, resulted in a higher level of admission of academic dishonesty. The study also identifies a significant relationship between students’ spiritual values and their ethical behavior, with noticeable gender differences in tendencies toward academic dishonesty. Practical implications Educational institutions are encouraged to develop interventions that foster a supportive academic environment, reduce pressure on students and incorporate spiritual values into the curriculum to promote ethical conduct. Originality/value This research extends the application of the fraud triangle theory within the context of AI usage in education. It emphasizes the importance of spiritual values in shaping students’ academic integrity, showing how spirituality can influence both motivation and rationalization, thereby encouraging ethical behavior.