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This study explores the factors influencing knowledge sharing among undergraduate students at the National University of Laos (NUOL). Acknowledging the vital role of knowledge sharing in enhancing educational outcomes and fostering collaborative learning environments, the research aims to identify the dimensions that affect students' willingness to share knowledge within a classroom context. A quantitative methodology was employed, utilizing a questionnaire distributed to 500 undergraduate students, primarily consisting of Lao nationals, to collect data on individual, trust, classroom, technological, and institutional culture factors. The findings reveal five key factors that significantly influence knowledge sharing behaviors among students. The most prominent factor identified is integrity, highlighting the importance of trust among peers; students are more likely to share knowledge when they feel secure in their relationships with classmates. The degree of competition emerged as a significant barrier, indicating that students may withhold knowledge to maintain a competitive edge in academic performance. Additionally, the sense of self-worth factor suggests that students are motivated to share knowledge to assist their peers and contribute positively to the university's reputation. The study also emphasizes the role of knowledge sharing behavior, where students perceive their contributions as beneficial to their classmates' learning experiences. In contrast, technological factors and institutional culture were found to exert a lesser influence on knowledge sharing practices. The implications of this research underscore the necessity for educational institutions to foster an environment that promotes trust and collaboration among students. Recommendations include enhancing technological resources, recognizing and rewarding students who actively engage in knowledge sharing, and creating a supportive classroom atmosphere. Limitations of the study include potential self-reporting biases and the focus on a single institution, which may affect the generalizability of the findings. Future research is encouraged to build on these findings by translating questionnaires into Lao for improved comprehension, increasing participant diversity, and providing clearer instructions during data collection. This study contributes to the understanding of knowledge sharing dynamics in educational settings, emphasizing the significance of trust and collaborative learning among students.