Unriddling Academic Dishonesty through the Lens of Teacher and Student Perceptions

This study sought to explore contributory factors of academic dishonesty. Academic dishonesty is being practiced yet little research has been conducted on the subject. Subsequently, this employed qualitative approach for in-depth exploration In study, focus group discussions were with two groups participants; university students (N=12) and teachers (N=08) The Islamia University Bahawalpur, Pakistan. Participants recruited through purposive sampling. Three questions asked participants: Q1) How described by teachers? Q2) What would be possible types dishonesty? Q3) are pros cons in long run? Their responses audio taped collected data transcribed following transcription steps provided Humble (2015). For analysis, NVivo (12) was utilized extracted. prudent findings found that cheating, plagiarism, falsification failure system identified as most prominent factors. concluded these significantly shape-up higher learning institutions. Findings help educationists bring about reforms educational sector.