In this study, the perspectives of UiTM academics are explored to highlight honesty in their intellectual

behaviour. The literature review highlights ongoing issues that continue to evolve, particularly with the rise of

technologies like Artificial Intelligence (AI). Several key elements are encompassed within integrity, namely

honesty, openness, responsibility, and ethical awareness. Through institutional policies, proactive movements

challenges that would enable UiTM to implement its plagiarism laws simultaneously secure its academic

reputation and rankings.

The essential foundation of higher education is upheld through academic integrity, as honesty, trust, fairness,

respect, and responsibility are required to be maintained in academic work. Universiti Teknologi MARA's

(UiTM) faculty maintain their academic credibility and ethical conduct by upholding integrity. The

understanding of integrity among UiTM academics is investigated in this conceptual paper, while concern is

also shown regarding the rising trend of artificial intelligence, which has significantly impacted students’

academic honesty. In addition, the importance and application of integrity at UiTM are highlighted in this

regarded as a substitute for the broader framework of ethics that guides scholarly activities. According to Alias

et al. (2019), integrity is seen not only as the opposite of corruption but also as being shaped by values such as

honesty, trustworthiness, justice, responsibility, transparency, productivity, and wisdom. This definition helps

set a common belief that fits naturally with the roles of academicians.

UiTM has put a lot of effort into protecting and supporting staff integrity. Alias et al. (2019) point out that the

university has put together various programmes and modules to instil these values, starting with academic staff

and later reaching administrative staff. Through this kind of institutional commitment, the value of integrity

really comes across as a core part of UiTM’s academic culture.

At UiTM, learning has really changed tremendously due to AI, and it has raised several complex issues related

with how fast technology is moving. As a result, it ends up pushing academics to take even stronger action, just

to keep up with AI and try to deal with how students might manipulate their work.

In addition, research on student academic dishonesty has given some useful insights into the true state of the

ethical climate at UiTM. Rasdi (2024) reports that many accounting students at the UiTM Machang campus

openly admitted to engaging in these practices. While the study primarily focused on student behaviour, it also

highlighted that a strong moral and ethical environment had previously been fostered by both students and

job; everyone in the academic community has to involve in, otherwise this trend could just keep spreading.

The learning environment is heavily influenced by what instructors believe and value. Zabidi et al. (2020)

points out that lecturers’ beliefs in teaching practice matter a lot, and they stressed that moral and professional

strategies are needed to keep academic integrity strong in a system that is always changing.

The quality and credibility of academic institutions are strongly influenced by the integrity of academicians at

UiTM, and more broadly across Malaysian higher educational system. It is suggested by the literature that,

although frameworks and ongoing efforts to promote integrity have been established, new and evolving

challenges continue to arise, making constant observance and adaptive strategies necessary.

One major finding is that integrity is not just about following rules; it is much broader than that and it involves

a whole set of ethical values and virtues (Alias et al., 2019). This is particularly important for fostering a

culture in which academicians do not merely avoid misconduct, but actively demonstrate honesty,

al. (2025) note that AI misuse by students puts more pressure on academicians, who need to understand these

tools and figure out ways to integrate them ethically into teaching. Educators also have to teach students to use

AI responsibly. Since technology evolves rapidly, integrity guidelines cannot remain static and must be

continuously updated to address emerging forms of academic dishonesty while simultaneously promoting the

responsible use of AI (Mohammad et al., 2025).

Academic dishonesty should not be viewed as merely a problem among students. Rasdi (2024) found that even

academicians experience pressures that could tempt them to act unethically, such as lack of moral grounding,

the rush to achieve promotion, and heavy workloads. This indicates that universities need to carefully examine

promotion criteria, workload distribution, and support systems to ensure that they do not unintentionally

encourage unethical behaviour. Furthermore, the fact that misconduct is rarely reported suggests the existence

of a culture of silence or indifference, which highlights the need for clearer reporting mechanisms and stronger

protection for whistleblowers.

mentors and role models, have a major influence on shaping the ethical behaviour of future professionals.

Their commitment to integrity goes beyond simply following rules; it is a real moral responsibility that affects

the whole academic ecosystem.

guidelines, really makes it clear that we need more comprehensive and culturally relevant strategies, and they

need to be put into action without delay. On top of that, the digital age brings a whole new set of challenges.

Integrity also comes down to personal beliefs and moral values. Zabidi et al. (2020) emphasised that policies

alone are not enough. Academicians need to have a strong personal ethical compass as well. Programs that

focus on moral decision-making and ethical reasoning can really help turn ethical behaviour into a habit, rather

than something you just follow because it is required (Zabidi et al., 2020).

Overall, keeping integrity alive at UiTM is not just about following rules or dealing with AI. It is about

creating a culture that truly supports ethical behaviour, offers clear guidance, and encourages open

conversations about new and emerging challenges. By facing these issues head on, UiTM can maintain high

academic standards and continue to earn the trust of students, the wider community, and the nation.

Upholding integrity among UiTM academicians is crucial for maintaining high academic standards and

ensuring public trust in the institution. Based on what the literature suggests, UiTM seems to have made quite

a bit of progress with its programs and initiatives to promote a culture of integrity. Due to constant changing,

across all aspects of their academic work.

help, ideas, and teamwork were really important in completing this work. Everyone brought something

different, which improved the paper, and I am truly thankful for their dedication and effort through the whole

Academics: Concept, Challenge and Way Forward. Creative Education, 10(12), 2760-2768.

https://doi.org/10.4236/ce.2019.1012202

2. Alias, B. S., Yusof, R., Rasli, A., Ismail, M. J., Nordin, M. N. A., Ishak, M. R., & Jamaludin, K. A.

(2023). Factors that contribute to integrity of academicians in Malaysian public university: A case study.

Journal of Infrastructure, Policy and Development, 7(3), 2643. https://doi.org/10.24294/jipd.v7i3.2643

3. Azzman, T. S. A. T. M., Sedu, N., & Seman, M. S. A. (2023). Understanding Academic Misconduct

Behaviours among University Students during the Covid-19 Remote Teaching and Learning (RTL) Phase.

Jurnal Pengajian Media Malaysia, 25(1), 1-15. http://ijie.um.edu.my/index.php/JPMM/article/view/41298

4. Mohammad, N. H., Zamri, N. A. K., Roni, M., Ab Hadi, S. N. I., Sadikan, S. F. N., & Mahzan, S. (2025).

Navigating AI Ethics in Malaysian Universities: Addressing Privacy, Integrity, and Bias. International

among Academicians in Social Media: Exploring Challenges and Management Strategies in the Realm of

Digital Era. Semarak International Journal of Islamic Studies and Culture, 6(1), 31-37.

https://semarakilmu.my/index.php/sijisc/article/view/657

7. Rasdi, N. Z. (2024). Factors that influence ethical judgement of accounting students at UiTM Machang.

(Master's dissertation). Universiti Teknologi MARA.

8. Wan Khairuldin, W. M. K. F., Wan Nor Anas, W. N. I., Suhaimi, M. A., Idham, M. A., Embong, A. H., &

Hassan, S. A. (2024). Developing a Holistic Islam-Based Academic Integrity Model for Malaysian Higher

Education Institutions. Pakistan Journal of Life and Social Sciences, 22(1), 677-686.

https://www.pjlss.edu.pk/pdf_files/2024_1/677-686.pdf

9. Zabidi, M. M., Arshad, A. M., Hamid, N. A., & Wahab, M. H. A. (2020). The Lecturers' Belief on Ethics