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GASTEIZ, Spain — Artificial intelligence tools like ChatGPT may still feel like they’re in their infancy for many, but generative AI platforms have become common in schools and universities. Not surprisingly, many teachers worry these writing assistants are creating a plagiarism problem. But a new study appears to debunk this view, suggesting that using ChatGPT for schoolwork doesn’t necessarily lead to more cheating. Instead, the research points to other factors that have a much stronger influence on academic dishonesty.

Conducted by researchers from the University of the Basque Country in Spain, the study offers fresh insights into how AI tools relate to academic integrity.

The research team wanted to answer a question that has troubled educators since ChatGPT appeared: Does using ChatGPT for academic work predict plagiarism in university students? They also wanted to understand whether personal factors like grades, workload, time management skills, motivation, competitive attitudes, cheating culture, and awareness of plagiarism consequences affected this relationship.

Their findings, published in Interactive Learning Environments, will surprise those who view AI writing tools as the main culprit behind academic dishonesty. While there is some connection between ChatGPT use and plagiarism, the cause-and-effect relationship is “virtually non-existent.” In simpler terms, students who use ChatGPT more often aren’t necessarily more likely to plagiarize. Instead, two other factors emerged as the significant predictors of plagiarism: being surrounded by a “cheating culture” and lacking motivation for academic work.

The study involved 507 Spanish university students, mostly from education programs, with the majority pursuing degrees in Early Childhood Education (25.64%) and Primary Education (64.49%). This diverse sample included 155 males, 348 females, and 4 individuals who identified differently. Participants came from different academic years, with most being in their first (33.92%), second (27.02%), or third year (33.12%) of university studies.

Students answered questionnaires measuring how often they used ChatGPT for academic purposes, plagiarism behaviors, grades, workload, time management skills, lack of motivation, competitiveness, exposure to cheating, and awareness of plagiarism consequences.

Surprising Results: What Actually Drives Plagiarism

Initial analyses showed that more frequent use of ChatGPT was indeed associated with higher plagiarism levels, as well as with increased lack of motivation, competitiveness, exposure to cheating culture, and less awareness of plagiarism consequences. Students who used ChatGPT more often also tended to have lower grades and weaker time management skills.

However, when the researchers used advanced statistical methods, they found that ChatGPT usage accounted for only 3.9% of the variance in plagiarism behavior—a relatively small effect. In contrast, the combination of ChatGPT usage, cheating culture, and lack of motivation together explained 28% of plagiarism variance, with cheating culture being the strongest factor by far.

Cheating culture refers to an environment where dishonest academic behaviors are normalized among peers. When students regularly see their classmates plagiarizing without consequences, they become more likely to view such behavior as acceptable. This connects to how people justify unethical behavior by pointing to its prevalence among others (“everyone does it”).

Lack of motivation—having no drive toward academic activities—also emerged as a key factor. Students who don’t understand why they’re pursuing their studies or feel disconnected from their academic path are more prone to take shortcuts, including plagiarism.

What This Means for Education

For teachers, the message is clear: blaming ChatGPT for increased plagiarism is too simple. Instead, addressing the culture of cheating and working to boost student motivation may be far more effective in promoting honest academic work.

Universities should consider reviewing their academic integrity policies to ensure they address these root causes rather than focusing solely on controlling AI tool usage. Creating spaces for open discussions about the ethical use of AI in academia could help students develop responsible practices while benefiting from these learning tools.

Since ChatGPT’s launch, many schools have rushed to develop policies restricting its use or implementing more sophisticated plagiarism detection methods. While these approaches have their place, this study suggests they’re only addressing a small part of a much larger problem.

Some effective strategies for preventing plagiarism include providing students with clear instructions about assignments, using detailed grading rubrics, teaching students about plagiarism and its consequences, requesting draft submissions for feedback, designing assignments that encourage critical thinking, and establishing clear guidelines for AI use. Studies have shown that even simple lessons teaching proper citation methods can significantly reduce plagiarism rates.

Moving Forward with AI in Education

Naturally, AI tools will continue to evolve and become more integrated into educational settings. Rather than viewing AI as a threat to be controlled, perhaps we should see it as an opportunity to reimagine education—emphasizing critical thinking, ethical use of resources, and internal motivation over memorization and regurgitation.

Just as calculators didn’t eliminate the need to understand math concepts, AI writing tools don’t remove the need for original thinking and academic integrity. They simply change the landscape in which these values must be applied and upheld.

Addressing the cheating culture and motivation factors highlighted in this research may prove far more effective than technological restrictions in fostering genuine academic integrity. After all, a student who values education and exists in a culture that prizes authentic learning will likely use any tool—AI or otherwise—to enhance learning, not to avoid it.