Ethical Communication and Academic Integrity in the Digital Age: Insights from Undergraduate Experiences in Philippine Higher Education

The rapid digitalization of higher education has transformed academic communication, introducing new ethical challenges that test traditional notions of academic integrity. This mixed-methods study explores the ethical communication practices of undergraduate students within digital academic environments at a state university in the Philippines, a context largely underrepresented in existing scholarship. Drawing upon Academic Integrity Theory and Communication Ethics Theory, the study integrates survey data from 400 students and thematic analysis from focus group discussions (n = 36) to examine patterns, predictors, and lived experiences of ethical decision-making online. Quantitative results reveal strong positive correlations between perceptions of academic integrity and ethical communication practices, with gender and year level emerging as significant predictors. Qualitative findings underscore the complexities students face, including ambiguities in digital collaboration norms, peer influence, and the proactive strategies they employ to uphold integrity. Integrating both data strands highlights the critical interplay between individual ethics, peer cultures, and institutional clarity in shaping ethical academic behaviors. This research addresses notable geographical and theoretical gaps by advancing a culturally responsive understanding of academic integrity in Southeast Asia’s digital educational landscape. Recommendations include revising institutional policies for better digital realities, embedding ethics education across curricula, and promoting peer-led initiatives to strengthen integrity cultures. The study contributes to the evolving discourse on ethical academic communication and provides actionable insights for policy, practice, and future research in global higher education contexts.