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Ethical Decision-Making and Academic Integrity in ICT-Enabled Assessments
| International Journal of Computer Applications |
| Foundation of Computer Science (FCS), NY, USA |
| Volume 187 - Number 60 |
| Year of Publication: 2025 |
| Authors: Ephrem Kwaku Kwaa Aidoo |
10.5120/ijca2025925880
|
Ephrem Kwaku Kwaa Aidoo . Ethical Decision-Making and Academic Integrity in ICT-Enabled Assessments. International Journal of Computer Applications. 187, 60 ( Nov 2025), 19-24. DOI=10.5120/ijca2025925880
Abstract
Ethical decision making as students has been shown to be a key determinant of ethical decision making in professional life. Information and Communications Technologies (ICT) is also seen to affect how ethical decisions are made. With the increasing use of ICTs in higher education, it is imperative for higher institutions to understand what drives ethical decision making of their students. This study therefore examines the moral reasoning that drives ethical decision making in ICT enabled assessments in higher education. It uses Kohlberg’s Theory of Moral Development as the guiding framework to explore the drivers of moral reasoning and the ethical use of ICT tools during assessments. The sample of the study was 133 undergraduate ICT students at the University of Education, Winneba. Data was collected using a cross-sectional survey and analysed using descriptive and inferential statistics. The results showed that a majority of students experience moderate to high pressure to use ICT tools dishonestly. The fear of failure, lack of confidence, and the desire to achieve high grades emerged as key motivators. A significant number of respondents recognised morality as important for academic and professional integrity, though they seemed inclined to prioritise academic success over ethical considerations. Peer influence was found to be moderate with direct pressure to act dishonestly being very low. The findings indicate that many students operate at the pre-conventional and conventional levels Kohlber’s theory moral reasoning. There is very little evidence that students’ ethical reasoning is principle driven. The study recommends that ethics training be improved and integrated into the curricula, academic integrity policies strengthened, student support systems provided, performance pressure reduced and a culture of integrity as a community value promoted. These interventions will be key to helping students achieve higher levels of moral development and maintain academic integrity in the digital age.
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