Technology has not only transformed education but also reshaped dishonest behaviors in academic institutions. With easier access to information, students may exploit technology to gain unfair academic advantages. This study explores tertiary-level students’ perceptions of academic dishonesty in technology-enabled classrooms and examines whether demographic factors—such as gender, year level, and degree program cluster—influence these perceptions. Utilizing a descriptive-comparative, cross-sectional quantitative design, data were collected from 1,547 students at a private university in the Philippines. The findings suggest that students generally perceive acts of cheating, contract cheating, and plagiarism as forms of academic dishonesty in a technology-enabled environment. However, uncertainty surrounding certain cheating behaviors indicates that students may view some cheating acts differently, depending on the context or situation. Mixed results were observed concerning significant differences in students’ perceptions when grouped according to demographic profiles. Academic institutions should continue to educate students on the responsible use of technology and ensure consistent communication about academic integrity and digital literacy across schools and departments to foster a culture of integrity.