Baser, Mirac YucelKozak, MetinErdogan, Ibrahim Halil2026-01-152026-01-1520261096-75161873-5525https://doi.org/10.1016/j.iheduc.2025.101071https://hdl.handle.net/20.500.12469/7687The combination of AI and plagiarism is an emerging issue following the coining of the term AI-giarism. However, there has been little research that investigated the factors that lead students to engage in AIgiarism. In response to this gap, the present study adopts the fraud triangle framework to examine students' intentions toward AI-giarism and identify the underlying factors contributing to it. Data were collected from 312 students enrolled in 25 universities and analyzed using structural equation modelling. The results indicate that AI capacity, Justification of plagiarism, unawareness of AI deception, and academic pressure increase AI-giarism behaviour among students. In contrast to previous research, the study found no significant relationship between AI-giarism and either lax enforcement or a lack of understanding of AI. By offering empirical insights into the antecedents of AI-giarism, the present study advances the current body of literature, which has been more conceptual or student perception-centric.eninfo:eu-repo/semantics/closedAccessArtificial IntelligencePlagiarismAI-GiarismFraud TriangleHigher EducationArticle10.1016/j.iheduc.2025.1010712-s2.0-105024862596