Academic Integrity in Educational Psychology: A Chronological Review

Academic integrity has become an increasingly important area of discussion within educational psychology due to its significant role in shaping ethical behaviour, moral reasoning, learning practices, and responsible academic conduct among students. Rapid technological advancement, the expansion of online learning environments, and the emergence of artificial intelligence (AI)-assisted educational tools have transformed traditional understandings of academic integrity and introduced new ethical challenges in higher education. Despite growing scholarly attention, the development of research within this field remains fragmented, with limited understanding of how research trends have evolved across different periods. Therefore, the present study aims to examine the chronological development of academic integrity research within educational psychology and identify major shifts in research focus and scholarly progression over time. A systematic advanced search strategy was employed using the Scopus database to retrieve relevant publications. The search process utilized major keywords including academic integrity, academic honesty, academic misconduct, academic dishonesty, ethical behaviour, moral reasoning, AI ethics, online learning ethics, AI-assisted cheating, educational psychology, and higher education. To ensure quality and relevance, specific inclusion criteria were applied during the screening process. The initial search identified a larger pool of publications, and after screening and refinement procedures, a final dataset consisting of 128 primary studies was selected for analysis. The findings revealed a clear progression of scholarly development and publication growth across four chronological phases: Foundational Emergence Phase (2010–2016), Early Development and Expansion Phase (2017–2020), Transitional Intensification Phase (2021–2023), and Rapid Growth and Contemporary Transformation Phase (2024–2026). The analysis demonstrates a gradual transition from traditional concerns related to academic honesty and misconduct toward broader discussions involving psychological determinants, digital learning environments, and AI-related ethical issues. The findings suggest that aca-demic integrity research within educational psychology has evolved into a dynamic and rapidly expanding field, highlighting the increasing need for adaptive ethical frameworks and responsible educational practices in contemporary learning environments.

Academic Integrity, Educational Psychology, Academic Misconduct, Moral Reasoning

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