The COVID-19 pandemic has forced higher education institutions worldwide to shift from face-to-face (F2F) to emergency remote teaching (ERT), which has led to an increased concern about academic integrity. This study examines the relationship between learning environment and academic integrity via plagiarism detection software in different disciplines and according to higher education institutional ranking. We analysed 7976 assignments submitted between 2019 and 2020 in 39 Israeli academic institutions. The results indicated that the transition to ERT is associated with decreased academic integrity, especially in humanities. Similarly, the shift to ERT particularly affected college students and students studying in medium- and low-ranked institutions. We conclude that an institutional- and discipline-based approach is required to combat academic misconduct in ERT settings. Automating plagiarism detection software may also help students self-check their written assessments; this may be an essential first step toward enhancing academic integrity.