Ethical dilemmas in teaching and assessment in higher education: a literature synthesis towards an integrative model for policy, practice and academic integrity

Purpose This paper aims to examine ethical dilemmas in teaching and assessment (TA) in higher education institutions (HEIs) and their connections to academic integrity (AI), institutional policies (IPs), oversight mechanisms (OMs) and the United Nations’ Sustainable Development Goals (SDG 4 and SDG 16). It proposes an integrated conceptual framework linking theory, policy and practice for advancing ethical and sustainable academic systems. Design/methodology/approach A systematic literature review and bibliometric analysis of 31 peer-reviewed studies (2004–2025) were conducted. Studies were categorized by period, theme and region to trace the temporal and thematic evolution of AI scholarship and its alignment with SDGs. Findings Four evolutionary phases emerged, namely, foundational case studies (2004–2010), reframing misconduct as an institutional issue; expansion and technological response (2011–2018), focusing on digital assessments and heuristic reasoning; theoretical integration (2019–2021), embedding exemplification and institutional theories; and systemic and SDG-aligned inquiries (2022–2025), linking integrity, governance, ethics and sustainable development. The proposed framework illustrates how IP, OM and the ethics of TA shape AI. Research limitations/implications This paper relies on secondary sources. Future research should use longitudinal and comparative designs to test policy effectiveness and contextual differences. Practical implications HEIs should institutionalize honour codes, establish independent integrity committees, use transparent reporting channels and integrate ethical training into curricula to strengthen accountability and institutional credibility. Social implications Strengthening AI enhances trust in HEIs, reduces inequities and fosters fair learning outcomes. These improvements contribute directly to SDG 4 (inclusive, equitable and quality education) and SDG 16 (peaceful, just and strong institutions). Originality/value This paper shifts the focus from individual misconduct to systemic governance, offering a novel SDG-aligned conceptual framework that integrates cognitive, cultural and institutional dimensions of AI.