Academic Integrity in Unsupervised Digital Environments: The Role of Interdisciplinary Task Design and Peer Assessment

Abstract

ABSTRACT Academic cheating remains a persistent challenge in education across all levels despite various proposed solutions. This study is the first to investigate the integration of an interdisciplinary assessment approach and peer assessment as proactive strategies to enhance academic integrity in unsupervised digital learning environments. A quasi‐experimental study with control and experimental groups was conducted with N = 110 students enrolled in primary teacher education, including a control group ( n = 55) and an experimental group ( n = 55) over one semester. Academic integrity and cheating‐related behaviours were measured across three dimensions. The findings revealed statistically significant differences between the experimental and control groups across all dimensions (all p < 0.001), with large effect sizes ( η 2 > 0.14). In addition, Cohen's d values for all dimensions were ≥ 0.80, indicating substantial educational and practical significance. These findings suggest that the intervention was effective in reducing cheating behaviours and strengthening academic integrity in unsupervised digital learning environments. The study highlights the potential of integrating interdisciplinary assessment and peer assessment into contemporary teaching and assessment practices to promote more responsible learning behaviours.