Beyond General Deficiency: Structural Imbalance in Research Integrity Awareness and Training Preferences of Medical Staff

Doctors and hospitals: healthcare's Rubik's cube.

Increasing emphasis on proactive approaches to academic integrity in institutional strategies and policies can be seen as a response to both the challenges of on-line learning and a search for more effective educational models in promoting fundamental values of academic integrity for higher education institutions globally. Thus, towards the end of 2020 the European Network for Academic Integrity established the “Academic Integrity Policies Working Group”. The working group aims to collect examples of effective policies to serve as practical recommendations for educational institutions developing proactive institutional policies towards the establishment of a culture of academic integrity. To achieve this purpose, the WG members are 10 academics from 7 different countries spread over 3 continents who are collaborating on a voluntary basis. The working group facilitates international collaboration on research and development of institutional policies, addressing the roles and responsibilities of stakeholders including pedagogical aspects and assessment design. Within the last six months, the WG has held several virtual meetings during which each of the members presented their achievements in this field, to reach a common understanding. The WG decided to begin by reviewing the relevant literature to identify potential gaps and categorize existing sources in terms of the approaches proposed or adopted and underlying strategic objectives. We aim to reveal how the occurring shift from a punitive to an educative approach to academic misconduct is reflected at different levels of strategies, policies and procedures within the matrix of five indices of consistency, accountability, fairness, proportionality, and clarity of definitions. The multi-country collaborative notion of the WG brings different perspectives to the analyses, adding value to the experiences of the members. Considering the digitalization of education as an emergency reaction to COVID-19, the relevance and importance of academic integrity values has been elevated due to increased concerns of academic misconduct in emergency remote teaching (Eaton, 2020; Khan et al., in press; Razi & Sahan, 2020). Unreadiness and unfamiliarity with on-line learning resulted in many institutions failing to adequately guide lecturers to design appropriate educational models for effective delivery. Implementing effective solutions to meet these challenges has proved difficult for some institutions. The working group is very new and still establishing its identity and direction. In this presentation we will share our experiences about collaborating virtually as a multi-national, trans-continental team to achieve a common goal focused on academic integrity policy. We will also highlight integrity issues faced by the academic communities during COVID-19 and provide some examples of pro-/re-active measures taken in some institutions to address the post-Covid integrity challenges. The presentation to the conference audience will provide an opportunity for the WG members to present their initial ideas and get feedback from interested participants. We are also happy to welcome new members who share an interest in this important subject.

Academic integrity in creative arts education remains an underexplored domain, particularly concerning contract cheating in applied arts, where traditional assessment frameworks prioritise textual knowledge over experiential, process-driven artistic practice. This study critically examines the epistemological bias inherent in institutional integrity policies, which often fail to account for the complexities of non-text-based disciplines, which poses significant challenges to authenticity and ethical practice in artistic disciplines. Drawing on their expertise as art educators, the researchers employ an art-based phenomenological approach within a hybridised descriptive-interpretive paradigm to examine academic disengagement in applied arts education, with specific attention to contract cheating. Findings reveal that cheating behaviours among creative arts students are shaped by a generational shift from valuing self to prioritising a performance-oriented self, a lack of authentic self-expression and the unethical use of technology in educational contexts. Findings further reveal a disconnect between institutional policies and the lived realities of artistic education, exacerbated by broad, text-centric definitions of misconduct. This study highlights the critical gap in academic integrity research, where discussions on contract cheating predominantly focus on conventional text-based disciplines, overlooking the complexities inherent in creative arts education.This paper advocates for a discipline-sensitive, pedagogically responsive, and institutionally adaptive approach to academic integrity,promoting assessment methodologies that align with the experiential and creative processes central to artistic scholarship.

Academic integrity, moral courage, and whistleblowing are interrelated concepts in higher education. This chapter explores these concepts and inter-relationships in the context of medical student research. Producing robust research requires an ethical values foundation, stimulated and enhanced by training and mentoring. Unique to higher education is the relationship between academic integrity and research integrity due to the fact that research outputs such as abstracts, manuscripts, and theses are often curricular requirements with formal summative assessment. Accordingly, research integrity issues such as fabrication, falsification, plagiarism, deception, and conflict of interest automatically become academic integrity issues for medical school teachers and administrators to adjudicate. Medical students who witness research misconduct can feel morally distressed about the observations and their duty to report the behavior during their already stressed academic pursuit of graduation and medical practice. Accordingly, this chapter discusses student struggles with moral courage, courage building, and students as whistleblowers, providing guidance to trainees and the higher education system. Overall, a system which trains, models ethical behavior, and supports and protects students is a system which builds moral courage and promotes academic and research integrity. A net benefit for medical students and newly graduated physicians is the ability to use their moral courage skills when faced with clinical dilemmas. Student researchers in other fields also benefit as they, too, are better prepared for future professional practice.

Disclosure of medical errors to patients in China.

Education is important for fostering research integrity (RI). Although RI training is increasingly provided, there is little knowledge on how research stakeholders view institutional RI education and training policies. Following a constructivist approach, we present insights about research stakeholders’ views and experiences regarding how research institutions can develop and implement RI education and training policies. We conducted thirty focus groups, engaging 147 participants in eight European countries. Using a mixed deductive-inductive thematic analysis, we identified five themes: (1) RI education should be available to all; (2) education and training approaches and goals should be tailored; (3) motivating trainees is essential; (4) both formal and informal educational formats are necessary; and (5) institutions should take into account various individual, institutional, and system-of-science factors when implementing RI education. Our findings suggest that institutions should make RI education attractive for all and tailor training to disciplinary-specific contexts.

Objective To explore the status of mastering knowledge and training demands on cardiopulmonary resuscitation （ CPR ） for the drivers in Urumqi , so as to provide scientific evidence and proposals for CPR training .Methods A total of 304 drivers were randomly selected in Urumqi and received the＆amp;nbsp;survey by using a self-designed questionnaire .Questionnaire including demographics , CPR-related knowledge and attitudes, training status and demands .Results The level of drivers ’ theoretical cognitive knowledge on CPR was poor in Urumqi, with the pass rate was low（15.79%）.No person can master correctly CPR practical skills, 75.66% of drivers thought that artificial respiration must be carried out by the medical staff , only 51.32%of drivers were willing to participate in on-site first aid, only 7.90% of drivers considered they were very confident when they carried out CPR .Han group scores of theoretical knowledge were higher than minority group , total scores of the college and above group were the highest in three groups , total scores of the driving age less 5 years group were the highest in three groups , the differences were statistically significant （P〈0.05）. Besides, drivers who received CPR training only accounted for 33 drivers （10.86%）,284 drivers （93.42%） considered it was necessary and willing to learn CPR first aid knowledge .For training methods they chose that , through the medical staff to explain 242 （ 79 .61%） , through health education seminars law 64 drivers （21.05%）,242 drivers （79.61%） chose to integrate theory with simulation exercises .Conclusions The drivers’ theory and skills on CPR is generally poor in Urumqi , their cognitive knowledge on CPR needs to be improved, and drivers showed strong demands on CPR trainings .So some measures should be taken to strengthen the trainings . Key words: Cardiopulmonary resuscitation; Knowledge; Drivers; Training needs

Editorial, Volume 10(1): Special Issue

Integrity is crucial to the pursuit of academic knowledge in learning institutions, and the need for the increasing spotlight on academic integrity in the African context cannot be overemphasized. This is because, although several pockets of good practice have been identified over the last decade, there are still instances of higher institutions that are replete with reported and unreported cases of academic integrity breaches, making the goal of achieving academic integrity a major challenge. This could be, in part, as a result of various perspectives of what constitutes academic integrity in the African context, in light of diverse cultural perspectives. A number of factors have been identified as being responsible for this variation, including the education system, pedagogy, sociocultural environment, economic environment, infrastructure, technology, institutional policies, and management systems. This chapter focuses on the perspectives drawn from available authors focusing on academic integrity in diverse higher institutions in Africa. The prevailing academic integrity themes are then grouped, providing a synopsis of the different perspectives of academic integrity in Africa. An evaluation of the identified key themes and relevant theoretical frameworks is carried out while examining the impact of the different perspectives on the academic climate and academic integrity-related issues. It also provides an overview of the development and findings of research and practice in the field of academic integrity in African higher institutions, highlighting the unique issues. It concludes by presenting an overview of the major challenges associated with academic integrity and possible ways of instituting a culture of integrity in the African academic system.

Artificial intelligence (AI) will revolutionize health science education. And it is happening now. The most recent reason? ChatGPT—a newly available Chatbot AI with pronounced synthesis and language capabilities (OpenAI, 2023). Like previous tech interventions and platforms, such as Twitter, that revolutionized communication and influenced research and public discourses in the health sciences, ChatGPT will not only influence health education, practice and research, but will shift them profoundly. While the time to fully pre-empt ChatGPT development is past, the opportunity for nursing to respond well has not. But first, ChatGPT and its possible impacts on higher education in the health sciences must be considered. Here, we introduce ChatGPT, highlight its likely impact on higher education, and what nursing and the health sciences can do about it. ChatGPT is an AI trained as an interactive conversational model chatbot capable of responding to prompts in various text formats (Gleason, 2022; OpenAI, 2023). ChatGPT runs off of GPT-3 (Generative Pre-Trained Transformer-3), the technology underlying its ability to understand and generate text. This means the application can perform more sophisticated functions in response to users' entries, including—seeking and clarifying through follow-up questions, challenging underlying definitions, and stating and questioning assumptions—among many. There are clear parallels between this and many other scholarly discourses—including the production and evaluation of student writing, conference conversations, and academic publications (Kamler & Thomson, 2006). These sophisticated functions have quickly raised attention. The AI laboratory, OpenAI, only launched ChatGPT on December 2, 2022 and has already gained attention in the mass media and academic press (Gleason, 2022; Graham, 2022; Wingard, 2023) While Chatbots and AI have existed for approximately 60 and 70 years, respectively (Ina, 2022), ChatGPT is different. It will have a transformative effect on higher education, especially around writing and student work. First, it is "generative." ChatGPT can create new text based on a range of inputs, avoiding the rote and repetitive responses of other AI chatbots—a glaring clue for any customer using a commercial AI customer service chat they are not, after all, having their complaint heard by a real person. ChatGPT can also demonstrate sensitivity to context and, from this, it can generate text that sounds natural—more human. Second, ChatGPT is a free to use application, thereby removing the pay-to-access barrier experienced by students seeking to access other AI applications. Given this, and its remarkable capacities, ChatGPT had over 1 million users within the first 5 days of its release (Gleason, 2022). Third, ChatGPT provides virtually instant, comprehensive and logical text responses in any format and genre requested of it (including numerous essay, prose, tweets, LinkedIn posts, or columns). Crucially, some authors report that this text is undetectable by current plagiarism software. For instance, Gleason (2022) asserted that there is no way to prove that ChatGPT generated text is AI generated. Fourth, the scale and complexity of ChatGPT is remarkable; it is among the largest language models ever created with 175 billion parameters, enabling ChatGPT to avoid rigid, script-based responses (OpenAI, 2023). The ability of ChatGPT to respond like a human would is its greatest strength—and paradoxically its greatest risk in scenarios in which a human response is necessary for ethical and scholarly standards and integrity. The possible impacts of ChatGPT on higher education are transformative, and ChatGPT is testing our ability to envision and respond to these. Should those in nursing and other parts of higher education integrate ChatGPT in the service of learning, avoid considering its impact altogether, or acknowledge it but prohibit students' engagement, assuming then that students will abide by this regulation? To address these vital questions first, we asked ChatGPT what its likely impacts are going to be on higher education. Its response was as follows: It is worth noting that GPT-3, although powerful, is not a silver bullet solution for all problems in education and proper implementation and ethical use of the technology is important. Also, there may be some concerns with privacy and security when using GPT-3 in educational settings." ChatGPT was able to provide this coherent, cogent and very human-like response within 10s of receiving the query. It was equally capable of responding meaningfully to follow-up prompts, providing additional information, depth and clarity in its responses, and composing tweets and LinkedIn postings to address the topic. As ChatGPT itself indicated, its profile in higher education is one of balancing benefits with risks, and hence, considering various stances towards its use can help educators and educational institutions makes such critical decisions. Here, we present three different hypothetical case scenarios reflecting responses to ChatGPT by nursing and the health sciences, postulating possible impacts for each. Previously, we argued that Twitter was a conversation that would be ongoing regardless of nursings' acceptance of it (Archibald & Clark, 2014). Nursing and other health professions face a similar, but more challenging decision about whether or not to respond to the emergence of ChatGPT. With already pressing concerns—avoidance is tempting and superficially may feel good, at least initially. Avoidance may stem from many causes, including: fear, a lack of awareness of the existence of this emergent platform and technology, a lack of appreciation of the full scope of its capabilities and possible impacts, or ignorance or dismissal of the possible influence ChatGPT may have on higher education. Yet in the famous words of Abraham Lincoln: "You cannot escape the responsibility of tomorrow by evading it today." Ignoring the existence of ChatGPT or avoiding its inevitable impact on higher education will result in multi-level harms almost immediately. It would be a grave mistake for nursing and the health sciences for many reasons. First, there will be no structures in place to ensure the integrity of student learning, particularly since safeguards would not be in place to determine if student writing was AI generated. Students are writing essays with ChatGPT at the very moment we write this. We are already behind the curve. Second, a 'head-in-the-sand' perspective does little for the professional images of nursing and other health professions. Rather, avoidance may have the negative effect of highlighting a lack of timeliness, or at worst, even make approaches to professional education appear irrelevant. Third, students will not have the benefit of integrating ChatGPT into their learning, meaning the opportunity to treat ChatGPT as another learning tool will be depleted. Fourth, an avoidance approach means that shortcomings in ChatGPT cannot be critically analysed, again undercutting the potential application as a learning tool. By avoiding the use of ChatGPT in higher education, educators also avoid the risk of manifold and serious privacy and security concerns, which ChatGPT adeptly highlighted for us. Without safeguards, students' personal data could be subject to unauthorized access, or other forms of misuse. If not secured, this information could be used for nefarious purposes. For those overseeing nursing (and indeed other professions health education), this risk extends not only to academia and education, but also to public safety. In the prohibition stance, nursing and health science educators and educational institutions take a strong stance against the use of ChatGPT, positioning its use—like essay writing mills—as a direct threat to academic integrity. Such a stance would require the use of browser lockdowns and student oaths or agreements within a punitive lens or model founded on distrust and codified in more bureaucracy (e.g., in forms and declarations). Patrolling and enforcing such measures will be resource intensive and would, in great probability, be ineffective given the complexity of monitoring a large student body, and the possibilities that students may ingeniously find ways to bypass instituted lockdown measures. Further, students may respond with frustration to such restrictive measures that appear to undermine the larger proportion of students who choose to think and act ethically in their scholarly conduct—and truly own their personal ethics and commitment to academic integrity. This may seem antithetical to the adult educational model central to higher education and educational institutions. Moreover it draws attention to the importance of education and prevention in ethical conduct—focusing on helping students (especially those early in their studies) understand what scholarly integrity is and why it is important, not only for the credibility of their eventual qualifications but more widely for public safety and the public good. While the prohibition stance carries with it many of the same shortcomings and challenges encountered in the avoidance stance, such as the inability for students to learn from ChatGPT, there is similarly a risk that prohibition prevents educators from developing students' critical appraisal of ChatGPT's outputs. Specifically, as a powerful tool capable of synthesizing and integrating large and disparate volumes of web-based information, ChatGPT will both reflect and then reproduce and amplify extant biases and stereotypes in this literature. Students require guidance to identify that ChatGPT may replicate these biases, what these biases are, and to formulate their critiques. Such exercises could be powerful learning opportunities for students. Like an avoidance stance, a prohibition stance fundamentally neglects that patients—as consumers of health care—are likely to turn to ChatGPT for knowledge regarding their health concerns or questions. This may, like Internet searching, amplify the individual information seeking behaviours that occur in the absence of access to or support from nurses and other healthcare providers. Similar to Internet searching which is not in itself problematic, nurses and other health professionals must have a working knowledge of ChatGPT—including its shortcomings in providing health information—in order to effectively support and educate individuals within their care. By avoiding or prohibiting the use of ChatGPT in higher education, institutions are less capable of preparing future health professionals for this forthcoming reality. A third possible stance of nursing and the health professions is one of integration of ChatGPT into educational processes and assessments. We align with and advocate for this pragmatic and forward thinking choice—one that accepts the likelihood and inevitable ubiquitous use of ChatGPT in nursing and health science education (similar to the Internet), and leverages, rather than dismisses, its potential implications and harms. However, such integration requires educators to re-imagine assessment to emphasize process over end point, such as the essay as the terminal output for grading (Gleason, 2022). For instance, Gleason (2022) proposes that educators require students to generate a ChatGTP text and use this in comparison to the course readings and objectives to critically appraise the content. Given that ChatGPT can replicate biases present in online text, facilitating such critical appraisal can prove useful pedagogically in developing vital critical and reflections skills—rendering these skills to be more and not less valuable due to the ChatGPT platform. ChatGPT itself indicates that it is fundamentally up to students to abide by and uphold principles of academic integrity (OpenAI, 2023). Contrary to some literature emerging on this topic that stipulates plagiarism detection software is ineffective in detecting ChatGPT generated content (e.g., Gleason, 2022), ChatGPT itself indicates that software exists that is sensitive to ChatGPT generated text (OpenAI, 2023). A team of investigators in the United Kingdom investigated, running student short form essay responses through the plagiarism software Grammarly and TurnitIn with scores of 2% ± 1% and 7% ± 2%, respectively (Yeadon et al., 2022). Based on these scores and the favourable grading that these essays received, these authors concluded that ChatGPT is a major threat to fidelity in their academic context. It is clear that educational institutions must ensure academic integrity policies and detection software is in place, staff are sufficiently attuned and trained to ChatGPT including the current shortcomings and forthcoming advances in plagiarism software, to mitigate the risk of inappropriate use of ChatGPT. Seen as a valid platform that lacks an inherent hostility to academic and professional integrity, ChatGPT should be used—similar to the Internet—fairly and in a manner aligned with student's skill levels. The tool can support complexity, however, learning and applying the tool demands a skillset that must be learned. As such, an integration stance requires rapid adaptation of educational institutions to ensure appropriate staff training is provided on its ethical use and practical applications, comprehensive policies are in place to guide educator and student behaviour, and that timely and responsive risk assessment and mitigation plans are in place to revisit the use and integration of ChatGPT at frequent intervals, given the rapidity of its ongoing development. In conclusion, with the advent and remarkable uptake of ChatGPT, health professionals and educators now face an important decision. As we have inferred above, it is a decision fused for each of us, and collectively for our institutions, with a mix of emotion, projection and reaction. ChatGPT will touch up each—but it is what disciplines, institutions, and people do in response that matters most. Do we choose to see and handle ChatGPT as a tool that, despite its risks, can not only co-exist with but can also improve student learning when approached appropriately? Or do we regard this technology as oppositional and antithetical to learning and scholarly ethics, governed by fear of its misuse and lack of awareness of its potential? How learners engage with higher degree and professional training, and how evaluation can occur within higher education will all be transformed by the public availability of ChatGPT. Despite the possible desire towards a knee-jerk reaction prohibiting its use in education, a more tempered solution is likely the most viable: balance the privacy, security and academic integrity risks with the possible benefits of its application. This position exerts intention, agency, and influence over how ChatGPT will shape higher education (Archibald & Barnard, 2018). Even within an integrative model, educators must recognize the rapid advancements and forthcoming scalability of ChatGPT. The volume of input data used to train ChatGPT is continually advancing. New techniques are being developed to reduce bias in ChatGPT's modelling, which will contribute to the power and applicability of ChatGPT in the future—further heightening its human-like responses, its strengths and its risks. As such, ensuring a flexible process of assessment and resulting institutional approaches and policies will be paramount to keeping pace with the current and rapidly evolving state of this AI technology. In the words of Fasano and White (1982), "by identifying the possibilities (of the future), we can decide more wisely what we should do today to create a better world for tomorrow" (p. 20). All authors have agreed on the final version and meet at least one of the following criteria (recommended by the ICMJE*): (1) substantial contributions to conception and design, acquisition of data, or analysis and interpretation of data; (2) drafting the article or revising it critically for important intellectual content. This writing received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. No conflict of interest has been declared by the authors.

Background: Structured reports are getting popular gradually. To increase the adaptation of the technology, we will briefly go over the benefits that structured reports can provide to almost all medical staff and the medical community in general. Objectives: Learning objectives include: 1. What are the benefits of SR for medical doctors? 2. What are the benefits of SR for patients? 3. How can SR boost high quality research? Outline: First, I will briefly go over some of the known benefits of SR, as follows: • Disease and domain-specific report templates can increase the clarity and quality of the report. • The use of common data elements ensures the consistent use of terminology across practices. • The use of checklists inherently in structured reports reduces diagnostic errors. • Less grammatical and nongrammatical errors may be introduced into SR even when digital speech recognition is used. • Preserving the completeness of report documentation improves insurance and other reimbursements. • It improves quality. • It may promote evidence-based medicine by integrating clinical decision support tools with radiology reports. However, the most important factor is to improve research. Each population based on genetic background and ethnicity may require different or specific medical protocols or practice for certain diseases. High quality medical research is needed to address the differences and to build the foundation for more appropriate medical procedures and knowledge generation. The importance of high impact and high-quality research in medicine and medical practice is felt in Iranian universities but irrespective a large amount of government investments on different aspects of medical fields is not clearly observable. The universities have abundant numbers of erudite and competent researchers but not enough tagged or labeled data are available for high impact publications. Medical doctors in Iran are mainly practitioners. Although research has gained momentum within the last few years, mainstream respected researchers in medicine do not put research in their first priority. Structured reporting, if performed properly, can provide the main feed for quality research since while medical practitioners perform their regular medical practice. Their diagnosis and observations can be used directly as input to data mining and machine learning algorithms and at the same time be used for population studies.

The study aims to analyze the theoretical foundations and practical mechanisms of ensuring academic integrity within the Canadian higher education system and explore their potential impact on the reform of the Ukrainian education system. The main principles, approaches and tools used in Canadian universities to maintain high standards of academic ethics are considered. Academic integrity is considered a cornerstone of education, ensuring adherence to ethical standards in learning, research, and professional activities. The study employs methods of systemic analysis, comparison, generalization, and content analysis of regulatory frameworks, institutional policies, and educational practices adopted in Canada.Particular attention is paid to innovative approaches used by Canadian universities, including the integration of Indigenous principles that emphasize interconnectedness, wholism, and collective responsibility. These principles provide a broader understanding of academic ethics by embedding community values into education. Additionally, the study highlights the importance of inclusive educational programs, interactive teaching methods, and administrative measures that foster a culture of integrity. The analysis underscores the effectiveness of strategies such as academic integrity awareness campaigns, integration of ethical principles into curricula, and targeted training for students and faculty.Key results reveal that a systemic approach in Canada, combining legal regulations, institutional policies, and proactive educational initiatives, has significantly reduced instances of academic misconduct while fostering a sustainable culture of responsibility and inclusivity. Successful practices, including the development of pedagogical tools, adaptation of teaching methodologies, and engagement of students in decision-making processes, serve as valuable models for other countries.The findings suggest that the adaptation of Canadian experiences to the Ukrainian context could improve the effectiveness of educational programs, strengthen trust in academic institutions, and create an inclusive and ethical learning environment. Recommendations focus on implementing similar systemic policies, incorporating diverse cultural values, and enhancing stakeholder involvement in promoting academic integrity.

Purpose This paper aims to examine ethical dilemmas in teaching and assessment (TA) in higher education institutions (HEIs) and their connections to academic integrity (AI), institutional policies (IPs), oversight mechanisms (OMs) and the United Nations’ Sustainable Development Goals (SDG 4 and SDG 16). It proposes an integrated conceptual framework linking theory, policy and practice for advancing ethical and sustainable academic systems. Design/methodology/approach A systematic literature review and bibliometric analysis of 31 peer-reviewed studies (2004–2025) were conducted. Studies were categorized by period, theme and region to trace the temporal and thematic evolution of AI scholarship and its alignment with SDGs. Findings Four evolutionary phases emerged, namely, foundational case studies (2004–2010), reframing misconduct as an institutional issue; expansion and technological response (2011–2018), focusing on digital assessments and heuristic reasoning; theoretical integration (2019–2021), embedding exemplification and institutional theories; and systemic and SDG-aligned inquiries (2022–2025), linking integrity, governance, ethics and sustainable development. The proposed framework illustrates how IP, OM and the ethics of TA shape AI. Research limitations/implications This paper relies on secondary sources. Future research should use longitudinal and comparative designs to test policy effectiveness and contextual differences. Practical implications HEIs should institutionalize honour codes, establish independent integrity committees, use transparent reporting channels and integrate ethical training into curricula to strengthen accountability and institutional credibility. Social implications Strengthening AI enhances trust in HEIs, reduces inequities and fosters fair learning outcomes. These improvements contribute directly to SDG 4 (inclusive, equitable and quality education) and SDG 16 (peaceful, just and strong institutions). Originality/value This paper shifts the focus from individual misconduct to systemic governance, offering a novel SDG-aligned conceptual framework that integrates cognitive, cultural and institutional dimensions of AI.

Research is one of the tri-focal functions of a university. The educational institution is the first home and ‘engine’ of scientific studies. Educational institutions infinitely embrace research as humans continuously thirst for knowledge to improve our quality of life. Thus, ethical research practice has always been an issue and matter of academic concern in schools. This article aims to review evidence of ethical research practices in educational institutions. The references and sources of this literature review came from known research databases such as Google Scholar, Open Access Directory Journals, and prominent University Websites with specific sections on Research and Ethics. Furthermore, this provides a better understanding and a general picture of research ethical practices in schools that led to the development of a conceptual framework that illustrates the supposed-to-be ethical research practices and standards for schools that lead to the crafting of quality studies that are worth publishing and disseminating. Research ethical considerations and principles guide research designs and implementations. These include the universal standard and norm of ensuring the voluntary participation of and obtaining informed consent from research participants (Bhandari, 2022; Felzmann, 2009; & Resnik, 2020). Furthermore, this review also led to the researchers’ assumption that research ethical practices and principles are associated with the level of personal ethics and moral values of a researcher and that there is a difference in the degree of practice and consideration of research ethics with respect to the nature, purpose, and design of research. Lastly, this article illustrated in its framework that the assumptions and the primary principles of research ethics (Resnik, 2020; & Smith, 2003) are inputs to ethical considerations in research. Hence, these concepts strongly underpin the significant roles of the technical review boards (TRBs) and the research ethics committees (RECs) in educational institutions to ensure that academic and scientific research done in the school setting is of quality and with academic integrity, credibility, trustworthiness, and rigor (Bhandari, 2022).

This chapter explores an educational approach to support academic integrity and minimize student academic misconduct across a university or college. Building on perspectives and research, a conceptualization of this approach is offered, comprising three areas: academic integrity policy, teaching and assessment, and academic integrity education and academic literacies. Given international concerns about the occurrence of student academic misconduct and the implications of this for academic standards, an institutional approach can be designed to cultivate an ethos of integrity for teaching, learning, and student support, as well as provide an approach for managing academic misconduct with a process that is accessible, consistent, and equitable. It is highlighted how institutional policy can be augmented to reflect an educational approach by enhancing procedure to give an inclusive and developmental process for students. In promoting academic integrity, the importance of teaching practices involving active and experiential learning is considered, and the ways in which assessment might be effectively used in this regard. It is clear that the diversity of student cohorts should be recognized in designing interventions for developing student integrity and academic literacies, which can involve programs on academic writing, as well as offering peer mentoring opportunities. It is vital that institutional structures are designed to support the student holistically, including academic, study, and well-being services. Further, facilitating in-class discussions with students about academic integrity issues is likely to be beneficial as part of an educational approach.