Abstract

Although existing research has explored various aspects of online exam cheating, there is a scarcity of studies with in-depth qualitative phases focusing specifically on psychological reasons for online exam cheating in higher education context. Therefore, the aim of this mixed-methods research is to investigate the psychological reasons behind online exam cheating among Iranian EFL learners in the context of higher education. Qualitative data collection involved focus group discussions, written narrative accounts, and an open-ended questionnaire. A total of 32 Iranian EFL students were purposefully chosen to participate in this study. Findings revealed that psychological reasons fell into three broad categories: individual, contextual, and systemic factors. Finally, in the quantitative phase, a ranking scale was administered to the participants to assess the perceived significance of these identified psychological reasons. This research underscores the intricate interplay of psychological reasons contributing to online exam cheating among EFL learners. Understanding these core motivations can help university professors, administrators, and policymakers develop more effective and targeted strategies to combat academic dishonesty. Addressing these concerns is crucial not only for preserving the credibility of online assessments but also for nurturing a culture of academic integrity and fairness in higher education. The findings further highlight that cheating is influenced not merely by individual shortcomings but also by wider societal and cultural pressures. Ultimately, the insights from this study can guide the development of more reliable online testing systems, thereby supporting the academic success and integrity of EFL students.