E114 Academic Integrity Among Israeli Students During COVID-19: Lessons for the AI Crisis (Poster) whereas intrinsic motivation and personality traits, particularly agreeableness and emotional stability, serve as protective factors, although their influence weakens under acute crisis conditions. The objective plagiarism analysis corroborates these trends by revealing parallel increases in detected misconduct and partial normalization following the crisis. The convergence of subjective and objective evidence strengthens the explanatory validity of the findings and illustrates how motivational and dispositional factors translate into observable academic behavior. From the perspective of responsible use of AI, the COVID-19 experience highlights the limitations of relying solely on technological detection or enforcement mechanisms. Generative AI tools, like automated plagiarism systems, can provide objective oversight but cannot address the motivational and ethical foundations of misconduct. Responsible AI adoption in higher education therefore requires an integrated framework that combines transparent governance of AI use, assessment redesign aligned with learning goals, and support for intrinsic motivation, while accounting for individual differences among learners. Keywords: academic integrity; motivation; personality traits; plagiarism; artificial intelligence. מילות מפתח: יושרה אקדמית, מוטיבציה ללמידה, תכונות אישיות, פלגיאט, בינה מלאכותית. References Eshet, Y. (2025). Examining the dynamics of plagiarism: A comparative analysis before, during, and after the COVID-19 pandemic. International Journal for Educational Integrity, 21(1). https://doi.org/10.1007/s40979-024-00178-z Eshet, Y. (2024). Academic integrity crisis: Exploring undergraduates' learning motivation and personality traits over five years. Education Sciences, 14(9), 986. https://doi.org/10.3390/educsci14090986
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