Digital cheating among students
IN TODAY’S fast-paced academic environment, students are increasingly caught between the pressure to succeed and the ethical use of digital tools. For many, digital platforms have become essential aids for learning. For others, they are tempting shortcuts that blur the lines of academic integrity.
A number of students from the University of the Visayas weighed in on this growing concern. “If a student uses Google or ChatGPT to help them understand the topic better, that’s just like doing research,” said Charisse Galgao, a Communication student. “But if someone just copies and pastes answers without trying to understand, then yeah, that’s cheating.”
Another student admitted to using Brainly, a crowdsourced question-and-answer platform, during the pandemic. While it served as a learning companion, she acknowledged the temptation to rely on it as a crutch. “It’s helpful when used responsibly,” she said, but noted how easily the line between research and plagiarism can be crossed.
Beyond apps and websites, some students have taken things a step further. A Facebook group dedicated to “academic commissions” advertises ghostwriting services — from thesis chapters and essays to infographics and digital scrapbooks. One post listed fees as high as P4,500 per chapter for college or master’s thesis writing. Other services, such as term papers and concept papers, ranged from P250 to P280.
Attempts to contact the individuals behind these services went unanswered. Their silence underscored a deeper issue — how normalized academic outsourcing has become in the digital age.
“Most of the time, the reason for doing it is because of pressure, stress and overwhelming deadlines,” said Blecy Janne Alburo, a Nursing student. She emphasized the need for schools to guide students in using technology responsibly and to open more conversations about integrity and real understanding.
Educators also expressed concern. A former university professor noted a marked shift in student behavior since the pandemic. “Students have become very dependent on Google and AI for classwork and exams,” the professor said.
Another professor attributed the trend to waning motivation. “Some students simply lose interest, especially when things get difficult. That’s when cheating starts to look easier than learning.”
Both agreed that reinstating more face-to-face assessments and reducing online submissions could help curb the problem. They also called for the use of stronger AI detection tools to maintain academic integrity.
Academic leaders across the country are urging a more proactive approach. Ronnie Amorado, senior vice president for academic affairs at the University of Mindanao, said, “We cannot limit AI; we better prepare… Teach [educators] how to detect the mechanism; teach them how to detect the abuses.”
Meanwhile, Commission on Higher Education Chairman Prospero de Vera III emphasized the importance of faculty understanding AI and integrating it effectively across disciplines. “Faculty members must understand what AI is all about… and embed it in the learning process,” he said in a BusinessWorld report.
For many students, cheating is not driven by laziness, but by survival in a demanding system. “Sometimes it feels like no matter how much effort you give, it’s never enough,” one student shared.
Galgao believes the solution lies in communication and responsible tech use. “Responsible use of technology and better communication can help students develop good habits and integrity in their academic work,” she said.
As digital tools continue to evolve, the challenge for schools is not just in policing their misuse, but in understanding why students feel compelled to use them unethically — and in building a learning environment that prioritizes support over suspicion.
Raphael Angelo Hermosisima / University of the Visayas