<![CDATA[The development of generative Artificial Intelligence (AI) has transformed learning processes in higher education while raising concerns about the increasing prevalence of academic dishonesty among university students. This study aims to examine the effects of generative AI use, self-efficacy, and morality on academic dishonesty among students at Universitas Nusa Cendana. A quantitative approach with a cross-sectional survey design was employed. The study involved 120 social science students who used generative AI in their academic activities and were selected using purposive sampling. Data were collected through questionnaires and analyzed using multiple linear regression, including t-tests, F-tests, and the coefficient of determination. The results indicate that generative AI use has a positive but insignificant effect on academic dishonesty, while self-efficacy has a negative but insignificant effect. In contrast, morality has a positive and significant effect on academic dishonesty. Simultaneously, the three variables have a significant effect on students' academic dishonesty. The findings indicate that academic dishonesty is shaped by the interaction of technological, psychological, and moral factors, with morality emerging as the primary determinant of students' tendency to engage in academic dishonesty. Furthermore, this study extends the application of the Fraud Diamond Theory by demonstrating that a sound understanding of moral values does not necessarily translate into consistent ethical behavior and, therefore, may not always prevent academic dishonesty.]]>
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