Academic integrity is a keystone of ethical research and professional responsibility, particularly in engineering education. Upholding values such as honesty, respect for intellectual property and accountability is essential for fostering ethical decision-making among future professionals. In qualitative research, ethical considerations span the entire process, from data collection to analysis and reporting, reinforcing the need for integrity principles. This study investigates master’s engineering students’ perceptions of academic dishonesty, focusing on plagiarism, citation ethics, Artificial Intelligence (AI) usage and institutional policies. The PEDRA questionnaire (Perceptions on Ethics and Development of Responsibility in Academia) was developed for this purpose and administered to students at different dissertation stages to assess their awareness and ethical decision-making challenges. The study analysed answers from 48 master's students in engineering from one public and one private higher education institution. Findings indicate that while students recognize clear academic dishonesty, such as plagiarism and data falsification, ambiguity persists regarding citation ethics, AI-assisted writing, and collaboration rules. The study confirms the importance of citation management tools, though manual verification and supervisor guidance remain crucial. Also, cultural perspectives influence perceptions of academic integrity, emphasizing the need for standardized ethical guidelines and training. Addressing these gaps through structured academic training, clearer AI policies and enhanced faculty engagement will strengthen students’ ethical foundations. By promoting standardized integrity policies, institutions can ensure future professionals are prepared to handle ethical challenges in research and practice.