Abstract

Student plagiarism and cheating have been at the focus of scholarly investigations for over two decades now, the discussion being conducted on the backdrop of the question of whether traditional didactics is suitable for Google generation students who supposedly think and process information differently. Using data collected via start-of-term questionnaires, a series of follow-up semi-structured interviews and a specially calibrated session on academic integrity, the present study looks into the students’ ideas on cheating, school work, internet use, studying habits and understanding of academic integrity. The study aims to suggest (albeit tentatively) a holistic approach to teaching academic integrity in higher education taking into account the students’ perspective: an in-depth qualitative approach was used in the data analysis, evaluating students’ investment, engagement, motivation, learning habits, attitudes to cheating and plagiarism. The findings suggest a conflicted picture of the Bulgarian student: hardly taking the all-practical approach towards higher education, conflicted about the value of learning, this generation of students has little structure to their knowledge, they critically underuse ICT tools for learning and regard cheating as a commodity, unburdened by moral or ethical implications.