The Normalization of Academic Cheating Among Libyan Students: A Desk Analysis Study from a Socio-Psychological Perspective on its Effects and Repercussions on Academic and Social Efficiency

Abstract

The phenomenon of academic cheating has transitioned from an isolated behavioral violation to a normalized social practice within various educational contexts. This paper presents a comprehensive two-phase investigation into the normalization of academic cheating among Libyan students. Phase one utilizes a desk analysis to construct a socio-psychological theoretical model, synthesizing recent literature on moral disengagement, peer norms, and institutional trust. Phase two transitions from theoretical modeling to empirical validation through a cross-sectional field study comprising a stratified random sample of 500 participants (Libyan teachers, parents, and students). By integrating the desk analysis with primary field data, this study examines how the intersection of achievement pressure, perceived peer behavior, and procedural injustice fosters an environment where cheating is cognitively restructured and morally justified. The findings reveal a significant divergence in how stakeholders perceive academic integrity, with students exhibiting higher levels of moral disengagement when institutional trust is low. The paper concludes that the normalization of cheating severely compromises both academic competence and social trust, necessitating a paradigm shift from purely punitive measures to systemic interventions rooted in procedural justice and integrity education.