Abstract
The rapid adoption of artificial intelligence tools in higher education has created significant ethical challenges among pre-service teachers, particularly related to academic dishonesty, plagiarism, unauthorised content generation, and irresponsible use of generative AI platforms such as OpenAI. As future educators, pre-service teachers are expected to demonstrate strong moral judgement, academic honesty, and responsible digital behaviour in increasingly technology-driven learning environments. However, prior studies on academic integrity have primarily emphasised technological controls, institutional regulations, plagiarism detection systems, and digital surveillance mechanisms while overlooking internal psychological and moral mechanisms that shape ethical decision-making in digital contexts. This gap becomes increasingly important as AI technologies continue to normalise shortcut learning behaviours among university students. Drawing upon Lawrence Kohlberg's Moral Development Theory and James Rest's Ethical Decision Model, this study investigated the effects of workplace spirituality and emotion regulation on digital integrity through academic moral reasoning among pre-service teachers in Indonesia. Using a quantitative research design, data were collected from 312 pre-service teachers who actively utilised artificial intelligence tools in academic activities. The data were analysed using SmartPLS to examine both direct and indirect relationships among variables. The findings revealed that workplace spirituality and emotion regulation significantly influenced academic moral reasoning. Academic moral reasoning also demonstrated a significant positive effect on digital integrity and mediated the relationship between both antecedent variables and digital integrity. This study contributes to AI ethics, teacher education, and academic integrity literature by highlighting moral reasoning as a critical mechanism for promoting responsible technology use and informing ethical curriculum development for future educators in the era of artificial intelligence.