Academic Misconduct After the Rapid Transition to Remote Learning

The rapid transition to remote learning during and after the COVID-19 pandemic may impact academic misconduct rates due to changes in learning and evaluation systems. Further understanding of the impact of the rapid transition to distance learning. We attempted to further this study from a gender and XYZ generation perspective, which will be essential to identifying specific problems and challenges and developing practical solutions. Therefore, this study examines the factors that influence academic misconduct from the perspective of gender and the XYZ generation after the rapid change. We analyzed technology accessibility, the demands of family responsibilities, social and technical support, stress and mental well-being, and preferences for learning and communication styles. Our study is an exploratory study using a descriptive-quantitative approach. In December 2022, we conducted an online survey by distributing questionnaires to accounting students and lecturers at three universities on the Indonesian island of Java. The three universities represent West Java, Central Java, and East Java. A total of 155 questionnaires were analyzed. We found that technology accessibility, communication styles, and social and technical support affect academic misconduct. Our findings are essential, as they provide insight and knowledge into the culture of academic integrity in the face of rapidly changing learning technologies. We suggest conducting in-depth interviews with several respondents—students and lecturers—to help understand more deeply the factors that influence deciding to commit academic misconduct.