Academic writing at the postgraduate level demands accuracy, integrity, and effective management of scholarly sources. Referencing and citation are core practices in ensuring academic honesty and research credibility. Despite this, many postgraduate students face persistent challenges in mastering citation styles and integrating references effectively. Reference management tools such as Mendeley have emerged as key solutions, offering features that enhance accuracy, efficiency, and collaboration. This conceptual paper, guided by the Technology Acceptance Model (TAM) and supported by Diffusion of Innovation Theory (DIT), explores how postgraduate students perceive the usefulness and usability of Mendeley in academic writing. The discussion highlights three main constructs awareness, perceived usefulness, and perceived ease of use as determinants of Mendeley adoption. Drawing from prior literature, the paper examines challenges in referencing, the role of digital literacy, and the institutional support required to enhance postgraduate students’ adoption of reference management tools. The implications underscore the importance of structured training, policy support, and digital literacy development in higher education. This paper contributes to the understanding of how reference management tools can strengthen academic writing practices and integrity among postgraduate students.