Academic integrity has become a critical concern in higher education due to the rapid expansion of online learning environments. The increasing use of digital technologies, artificial intelligence, online assessments, and remote learning platforms has transformed educational practices while simultaneously creating new ethical challenges related to plagiarism, unauthorized collaboration, contract cheating, and misuse of digital resources. Students' perceptions of academic integrity significantly influence their ethical decision-making, learning attitudes, and academic behavior in virtual classrooms. Understanding these perceptions is essential for designing effective institutional policies, technological safeguards, and educational interventions that promote honesty and accountability. The study aims to explore students' perceptions of academic integrity in online learning environments, identify factors influencing ethical and unethical academic behavior, examine the role of institutional support and technological tools in promoting integrity, and suggest strategies for strengthening ethical practices in digital education. The respondents were selected using the simple random sampling technique, which provided every student in the target population an equal chance of being selected. This sampling method helped minimize selection bias and improved the representativeness of the sample. The study contributes to the growing literature on academic ethics by emphasizing the importance of cultivating integrity through awareness, policy implementation, and ethical digital learning cultures. The findings are expected to assist educators, administrators, and policymakers in developing comprehensive approaches that enhance trust, fairness, and responsible academic conduct while improving the quality and credibility of online education.