Abstract
INTRODUCTION: Academic misconduct remains a pervasive issue in higher education institutions, undermining both academic integrity and the quality of the educational environment. Existing research primarily focuses on describing the forms and frequency of violations. OBJECTIVE: This study evaluated the effectiveness of an educational intervention designed to modify students' attitudes and behaviors regarding academic integrity. METHODS: The study implemented a controlled experimental design with pre-test and post-test measurements. The participants were 400 undergraduate students from a Chinese university (202 males and 198 females, mean age = 21 years), who were assigned to either an experimental or control group. The six-month intervention was an educational program comprising lectures, role-playing exercises, discussions, and interactive workshops. The scale of academic dishonesty developed by Rawwas and Isakson was used to measure aspects such as acceptance of cheating, unfair advantages, data fabrication, and disregard for dishonest practices. RESULTS: The analysis revealed statistically significant improvements across all categories among students in the experimental group after completing the program. No significant changes were observed in the control group. CONCLUSION: The findings confirm the efficacy of structured educational programs in reducing the propensity for academic misconduct. This study provides empirical evidence useful for universities seeking to implement ethical standards and foster a culture of academic integrity.