A perspective piece frames rising “credential trap” concerns in higher education as universities face pressure to perform as economic instruments. The author argues that as tuition rises and labor-market anxiety increases, students may approach degrees transactionally, focusing on credential outcomes rather than learning. The article draws on educational psychology distinctions between intrinsic and extrinsic motivation, citing foundational work on Self-Determination Theory and describing research that links extrinsic motivation to surface-level learning strategies and higher academic dishonesty risk. While not a policy action by an institution, the argument aligns with ongoing sector debates about academic integrity systems, assessment design, and what learning-centered accountability should look like in the AI era.