Wu, Yanga ORCID: https://orcid.org/0009-0000-3048-3216, Patel, Rudra, Pappu, Anusha, Huang, Jingxi, Iqbal, Munazzah and Meza, Alejandro Vanegas (2025) Nudging toward integrity: peer mentorship in academic success. In: Learning and Teaching Festival 2025, 26th June, 2025, University of Greenwich, London.

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Abstract

This study investigates the effectiveness of a student-led peer mentorship intervention in promoting academic integrity among first-year university students. In response to the rising prevalence of academic misconduct, particularly in the context of increased use of generative artificial intelligence (AI) tools and diverse student backgrounds. The project adopts a proactive, educational approach grounded in behavioural theory. Specifically, the study is informed by the Theory of Planned Behaviour and Nudge Theory, aiming to influence students’ attitudes, perceived social norms, and behavioural control related to ethical academic practices. Using a mixed-methods design, the research combines quantitative survey data with qualitative insights from student-led focus group discussions. Peer mentors- trained second- and third-year students facilitate small-group sessions to create a safe and informal environment where first-year students can openly discuss challenges related to academic integrity, including plagiarism, collusion, and the appropriate use of AI. This approach addresses a key barrier identified in prior research: students’ reluctance to engage with staff on sensitive issues of misconduct. Pre- and post-intervention survey results indicate a statistically significant reduction in students’ intention to engage in academic misconduct, although deeper attitudinal constructs remain relatively unchanged, suggesting that behavioural shifts may occur through subtle contextual influences rather than fundamental belief changes. Qualitative findings further highlight students’ uncertainty around acceptable AI use and a strong preference for more interactive, peer-based learning formats. Overall, the study demonstrates that peer mentorship can serve as an effective early intervention strategy to foster a culture of academic integrity, enhance student engagement, and support ethical decision-making in an evolving digital learning environment. The findings contribute to pedagogical scholarship by offering a scalable, student-centred model for addressing academic misconduct in higher education.

Item Type:	Conference or Conference Paper (Paper)
Additional Information:	Funded by: GBS Student Accelerate and Progress Funding.
Uncontrolled Keywords:	Transformative Education
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Greenwich Business School Greenwich Business School > Networks and Urban Systems Centre (NUSC) Greenwich Business School > Networks and Urban Systems Centre (NUSC) > Centre for Business Network Analysis (CBNA) Greenwich Business School > School of Business, Operations and Strategy
Related URLs:	http://www.eventbrite.co.uk/e/learning-a...
Last Modified:	23 Mar 2026 16:09
URI:	https://gala.gre.ac.uk/id/eprint/52718

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