Plagiarism is a complex issue, torn between theory and practice, expectation and reality, and developmental and ethical concerns. However, in terms of student/teacher perceptions and practices, most plagiarism research has focused on English as a second/foreign language (ESL/EFL) settings, with little to no research into English medium instruction (EMI) in non-Western locales. Therefore, using a combination of Likert scale items, agree/disagree statements, and open-ended questions, we sampled 395 Thai undergraduates and 46 lecturers on their attitudes, beliefs, understandings, and exposure to plagiarism in EMI programs. We also examined the institutional policies of their universities for definitions and punishments related to plagiarism. Results showed that both groups framed plagiarism as ethically wrong and broadly understood what constituted plagiarism. However, there was a clear disconnect between institutional policies on plagiarism and actual practices. We argue there is more at stake than just misunderstandings, a lack of knowledge, and/or ability on the part of students. As intermediary gatekeepers, teachers play a crucial role in contextualising rigid, broad policies so as to encompass both academic integrity and academic literacy. We conclude by making a number of recommendations with regard to teaching practices, student volition, and institutional mandates.

窃是一个复杂的问题，缠结在理论与实践，期望与现实以及发展与道德关注之间。但是，就学生/老师的看法和实践而言，大多数窃研究都将英语作为第二语言/外语（ESL / EFL）的环境，而在非西方地区几乎没有针对英语中型教学（EMI）的研究。因此，结合使用李克特量表，同意/不同意的陈述以及不限成员名额的问题，我们对395名泰国大学生和46名讲师进行了抽样调查，了解他们在EMI计划中的态度，信念，理解和窃。我们还检查了其大学的制度政策，以了解与窃有关的定义和惩罚。结果表明，两组均将窃归类为道德上的错误，并广泛了解what窃的构成。但是，关于窃的机构政策与实际做法之间显然存在脱节。我们认为，除了误解，知识不足和/或学生的能力不足以外，还有更多的风险要紧。作为中介的守门员，教师在具体化僵化而广泛的政策时起着至关重要的作用，以涵盖学术诚信和学术素养。最后，我们针对教学实践，学生意愿和机构要求提出了一些建议。和/或学生的能力。作为中介的守门员，教师在僵化，宽泛的政策环境中扮演着至关重要的角色，以涵盖学术诚信和学术素养。最后，我们针对教学实践，学生意愿和机构要求提出了一些建议。和/或学生的能力。作为中介的守门员，教师在具体化僵化而广泛的政策时起着至关重要的作用，以涵盖学术诚信和学术素养。最后，我们针对教学实践，学生意愿和机构要求提出了一些建议。