Ensuring Academic Integrity in Scientific Activities from a Copyright Perspective

As you know, the principles of academic culture and integrity in the current state of university education in Ukraine are often simply perceived as an abstract, but necessary for the European integration of education postulate. Codes of ethics and regulations on combating academic plagiarism are created on the basis of recommendations of the Ministry of Education and Science, regulate the activities of employees and students in the context of prevention and detection of falsifications, violations of academic integrity, including academic plagiarism. The establishment of the principles of academic culture and integrity in educational institutions is a necessary prerequisite for building a strong civic culture in society. Expert evaluation of scientific papers, including anti-plagiarism, in our opinion is an important prerequisite for the adequacy of complex scientific topics and objectifies the overall assessment of the quality of presentation of research results, including dissertations,monographs, manuals, articles and abstracts. The aim of the work was to improve measures to combat academic dishonesty and plagiarismbased on the analysis of current legislation, orders and regulations of Danylo Halytskyi Lviv National Medical University, creation and implementation of a new discipline for PhD students to acquire the necessary knowledge, skills and abilities. based on the topics of meaningful modules, created taking into account the experience of examination of scientific and educational works. In total for the three-year period (2018-2020) 5992 inspections were carried out and violations of academic integrity were confirmed in 611 works, which was the reason for their rejection. Algorithmic logical functional sequence of anti-plagiarism examination of dissertations and abstracts with analysis of the percentage of uniqueness of the text by the method of shingles with optimized settings was used to conduct the initial examination of dissertations to detect academic plagiarism. Deep search parameters and deep verification by Unichek, Plagiarism Detector Pro v. 1092”, etc. with further maternity check and establishment of the percentage of uniqueness of the text by the freely accessible program “AdvegoPlagiatus”. Based on the analysisof the causes, trends and spread of academic plagiarism in the university community for applicants and graduate students was created and implemented the discipline “Information support, academic integrity and research ethics” which is aimed at gaining analytical competencies, flexible skills “soft skills”. necessary during the planning and implementation of dissertation research and ensuring adequate communication in the scientific community. It consists of three content modules “Academic Integrity and Anti-Plagiarism”, “Scientific Ethics”, “Information Technology and Patent and Literary Support of Research Papers”. Lectures, seminars and topics of independent work are aimed at acquiring analytical competencies, flexible skills “soft skills” needed during the planning and implementation of dissertation research and ensuring adequate communication in the scientific community, the formation of graduate students’ theoretical knowledge and practical skills and skills in compliance with ethical and moral and legal principles in the planning and implementation of scientific research with human participation and with the use of laboratory animals, obtaining by graduate students and applicants knowledge of research activities and acquisition of skills of independent research, features of patent research and preparation of reporting documentation. Postgraduate students acquire knowledge of current legislation on academic integrity and anti-plagiarism; ethical aspects of scientist behavior and communication; research planning, organization and tactics strategies; liability for breach of academic integrity; basics of statistical conclusion, counteraction to conflicts of interest, elimination of risk factors and errors in ensuring academic integrity, which determines the social and professional mobility of research and teaching staff, promotes diversification of higher education, increasing the value of scientific knowledge and professional experience. Prospects for further research are to improve algorithms for detecting academic plagiarism and scientific falsifications, optimizing measures to prevent anddetect manifestations of academic dishonesty.

Academic integrity is the most important requirement for scientific research. However, the legal regulation of relations ensuring the academic integrity in scientific and educational activities is fragmented and does not contain effective mechanisms for influencing the violator of academic integrity. This necessitates a doctrinal study of the category “academic plagiarism” and the development of areas for reforming the current legislation in this field. Therefore, the purpose of this study is to analyse the statutory regulation of academic integrity as a phenomenon, the concept of academic plagiarism, its differences from plagiarism in the context of copyright compliance, to identify the scope of subjects responsible for establishing the facts of violations of academic integrity and their powers in the field of responding to corresponding violations, procedures for bringing to justice in case of violation of academic integrity. The present study, based both on general (historical, comparative, logical, and system) and special (structural-functional, formal legal, sociological, statistical, etc.) methods analyses the prospects of statutory regulation of the relatively new concept in Ukraine, which is academic plagiarism, including the legislative norms concerning the establishment of the concept of academic integrity, types of violations of academic integrity, procedures for considering issues of possible violations of academic integrity, types of responsibility for violations of academic integrity and bodies that have the right to apply them, verifies their compliance with international standards. The paper analyses the practice of the National Agency for Quality Assurance of Higher Education of Ukraine both on the consideration of complaints about violations of academic integrity, and within the framework of accreditation of educational programmes. Attention is drawn to the contradictions of current legal provisions in the legislation of Ukraine in the field of academic integrity. Proposals to the current legislation are formulated to optimise the legal regulation of the issue of compliance with academic integrity. The authors express their opinion on the necessity of accumulating legal regulation of academic integrity within the framework of a single law “On Academic Integrity” to define higher education institutions and scientific institutions as the main subject of ensuring compliance with the principles of academic integrity, and the National Agency for Quality Assurance of Higher Education – mainly by the appellate instance regarding decisions of higher education institutions on violations of academic integrity; adjusting the list of violations of academic integrity and specifying the procedure for their establishment and stimulating higher education institutions to real and not formal compliance with the principles of academic integrity

The article clarifies the historical aspects and current features of the legal regulation of academic integrity in general and in Ukraine in particular; analyzes the state of scientific research on academic integrity; identifies problems and prospects for improving the legal regulation of academic integrity in Ukraine. It is concluded that today academic integrity as a requirement for scientific and scientific-pedagogical activity, as well as educational activity in general, is increasingly heard in the public space. The prerequisite for this is that, despite the general idea of it and individual requirements that have existed for quite a long time, academic integrity as a certain systemic concept and subject of legal regulation has only recently begun to be embodied in legal regulation and studied by scientists. It also concerns institutions that should be engaged in monitoring compliance with the requirements of academic integrity. Their creation and activity, as well as the problems that arise in connection with this in practice, are also relatively new phenomena. It is stated that academic integrity is a principle that is quite systematically rooted in educational law, which is of great importance for education. Academic integrity is actively researched both in foreign and domestic science, but Ukrainian researchers, in our opinion, still pay insufficient attention to it. First of all, it is about legal regulation. It is worth welcoming the introduction of a legal definition, forms of violation, and sanctions for relevant violators of academic integrity since 2017. In addition, intra-university regulatory requirements for academic integrity, embodied in numerous codes, regulations, etc., as well as in the activities of academic integrity commissions, are quite important. At the same time, it is worth noting that appropriate attention began to be paid to academic integrity quite late. Today, there are obviously numerous disputes regarding violations of academic integrity, but they often concern the period before 2017, when the relevant issues were not given sufficient attention. In addition, questions arise regarding the validity of the relevant mechanisms introduced from 2017 to the previous period. These issues should be considered as much as possible regarding the new draft law on academic integrity, which was already adopted in the first reading by the Verkhovna Rada of Ukraine on June 6, 2024. Despite the numerous comments expressed in the expert community, we hope that it will be finalized and finally adopted. It is worth welcoming the systematic approach that was implemented in the relevant draft law, but without eliminating the shortcomings, its final adoption is impossible.

For the first time at the normative level, the concept of "academic integrity" was enshrined in the Law of Ukraine "On Education," which was adopted in 2017. Article 42 of the Law defines academic integrity as a set of ethical principles and rules that must be followed by participants in the educational process to ensure trust in the results of training and/or scientific achievements. The education quality assurance system has three structural components: the quality assurance system in educational institutions, the system of external assurance of the quality of education, and the system of quality assurance in the activities of management bodies and institutions that provide external assurance of the quality of education. The participants in the educational process who are subject to the principles of academic integrity are pedagogical, scientificpedagogical, and scientific workers, as well as students of education.
 The objective of this study is to assess the level of knowledge of students at the second (Master's) level of higher education in the "Medicine" program at Poltava State Medical University regarding violations of academic integrity depending on the course of study.
 Materials and methods: The study involved 117 students at the second (Master's) level of higher education in the OPP "Medicine" program at Poltava State Medical University. Among them, 73 people studied in the third year and 44 in the second year of medical faculties at the university. The study tested the students' ability to recognize various violations of academic integrity, such as plagiarism, falsification, fabrication, writing off, and deception using specific examples. Respondents were offered an anonymous questionnaire containing 10 situations regarding academic integrity issues where they had to identify violations if present. The questionnaire also included questions about respondents' demographics, such as age, gender, and year of education.
 Conclusion: The majority of the surveyed secondand third-year students in the "Medicine" program at Poltava State Medical University (72.72% and 79.45%, respectively) demonstrated a sufficient or rather sufficient level of knowledge regarding violations of academic integrity.

The article examines the issue of academic plagiarism in the scientific works of a judge/candidate for the position of a judge as a ground for recognising him/her as academically dishonest and proving it during the qualification assessment. The author establishes that academic integrity is one of the indicators of integrity of a judge/candidate for the position of a judge in general, which, together with other criteria, is subject to establishment and assessment during the qualification assessment and applies exclusively to those judges/candidates for the position of a judge who are engaged in scientific activities and/or have academic degrees/ higher education degrees. The author concludes that academic integrity is a presumption in relation to any judge / candidate for the position of a judge who is a scholar, which is considered irrefutable and exists until otherwise established in the manner prescribed by law. Manifestations of possible academic dishonesty of a judge/candidate for the position of judge are usually recognised as: academic plagiarism; self-plagiarism; procedural violations of academic integrity; citation of works of Russian researchers in the scientific publications of a judge/candidate for the position of judge. The author proves that doubts about the academic integrity of a judge/candidate for the position of judge, in order to be able to rebut the presumption of such integrity, should be as evident as possible and be based on specific proven facts that plagiarism as a form of academic dishonesty occurs in the scientific publications of a judge/candidate for the position of judge. It is such evidentiary plagiarism that may serve as a basis for rebutting the presumption of academic integrity of a judge/candidate for the position of judge. Otherwise, the violations found cannot be considered academic plagiarism within the meaning of Ukrainian legislation and the legal positions of the Supreme Court. A review of the opinions of the Public Integrity Council, which indicate that a judge/candidate for the position of judge is academically dishonest because the members of the Public Integrity Council have found signs of academic plagiarism in his/her scientific works, allows us to conclude that usually no facts of provable academic plagiarism are cited in these opinions. In view of this, as well as the fact that a judge/candidate for the position of a judge may provide oral and/or written explanations (the latter are attached to the case file and, if necessary, further attached to the judicial dossier), and the High Qualification Commission of Judges of Ukraine itself may postpone consideration of the issue approved for consideration at the meeting of the High Qualification Commission of Judges of Ukraine if additional verification is necessary, the Commission usually does not take into account the facts provided in the conclusions of the Public Integrity Council

Purpose. This article aims to analyze the role of generative artificial intelligence (GenAI), specifically ChatGPT, in educational activities while addressing concerns regarding academic integrity. The study explores the ambiguous boundaries of GenAI’s involvement in coursework, its potential ethical and technological challenges, and the need for clear policies regulating its use in education. Methodology. This study employs a mixed-methods approach, combining bibliometric analysis, direct interaction with ChatGPT, and a survey of Ukrainian students. Findings. The findings of this study reveal several key insights into the use of GenAI, specifically ChatGPT, in educational settings and its impact on academic integrity. The findings underscore the need for educational institutions to develop and implement policies that regulate GenAI’s role in academic activities. While GenAI offers significant potential as a technological assistant, there are risks associated with its misuse, particularly concerning academic dishonesty and the erosion of academic standards. Originality. The study’s originality lies in the comprehensive analysis of the problem of integrating GenAI, in particular ChatGPT, into the educational process from the point of view of academic integrity. For the first time, a systematic view of the stages of user interaction with GenAI has been proposed, potential points of violation of academic integrity at each of these stages are identified, and a “white box” concept has been developed to describe the use of GenAI, which allows controlling input and output parameters, minimizing risks. In addition, the study contains empirical data obtained as a result of a large-scale survey of Ukrainian students on their attitude to the use of GenAI in education, the level of awareness of university policies regarding GenAI, and support for the use of GenAI provided that academic integrity is observed. This outcome allows identifying the gap between existing practices and the need to develop effective strategies for integrating GenAI into the educational process. Practical value. The practical value of the work lies in the fact that the study’s results can serve as the basis for the development of clear recommendations and policies on using GenAI in higher education institutions. The proposed “white box” model can be applied to create practical tools that will help students and teachers understand the potential risks and consequences of using GenAI and develop skills for responsible use of these technologies. The student survey results can be used to inform and ensure dialogue between stakeholders on the optimal ways of integrating GenAI into the educational space, taking into account ethical aspects and the need to maintain academic integrity.

<p><strong><em>The purpose </em></strong><em>of the study </em><em>is to adjust the thematic plan of the «Plagiarism and academic integrity» academic subject on basis of the answers to the outlined survey.</em></p><p><strong><em>Research methodology.</em></strong><em> In order to identify the attitude of respondents to the problem of 6lagiarism as a violation of academic integrity and to form the content of the «Plagiarism and academic integrity» academic subject under the study results, a survey (conducted in April – early June 2021) by the method of selective questionnaire with Google Forms was used. The questionnaire contained 15 questions (9 open-ended questions, 4 close-ended questions and 2 multiple-choice questions) and covered 184 respondents. Methods of generalization and analysis of information were used to process the received information: systematization, grouping, qualitative (text analysis, classification) and quantitative (digital data) methods of data interpretation. The results are presented as a detailed verbal description.</em></p><p><strong><em>Results.</em></strong><em> The survey clarified respondents’ understanding of the essence of the «academic integrity» and «plagiarism» concepts; their attitude to the problem of plagiarism; their opinion about effective and ineffective educational tasks and about the reasons for resorting to plagiarism; identified the types of work that cause them the most difficulties and are a «risk zone» for accusations of plagiarism; outlined the range of issues related to the problem of plagiarism, which are the most interesting for the interviewees. It was established that among all violations of academic integrity that the respondents encountered, plagiarism has the «top spot» – 83.2%; followed by cheating-off – 80.4% and biased marking – 71.2%. In general, the survey data show that students are ready to study an academic subject dedicated to the problems of academic integrity in general and plagiarism in particular, but each topic should be justified from the point of view «why do they need to know this and what it will give them for personal and professional development» and presented in an interesting way, and each task should be aimed at developing specific, clearly defined skills.</em></p><p><strong><em>Novelty.</em></strong><em> Based on the received data, the following topics of the </em><em>academic subject were formed: 1) academic integrity; 2) types of liability for violation of academic integrity; 3) plagiarism as a social communication phenomenon; 4) reasons for resorting to plagiarism; 5) types and methods of plagiarism; 6) «plagiarism of ideas»; 7) «self-plagiarism»; 8) «a text oversaturated with quotations»; 9) work with sources and plagiarism; 10) plagiarism technologies; 11) peculiarities of plagiarism reception; 12) plagiarism in feature films; 13) plagiarism and mass media; 14) plagiarism in creative industries; 15) the right to creativity and plagiarism; 16) judicial practice and plagiarism; 17) prevention of plagiarism and fight against it.</em></p><p><strong><em>Practical importance.</em></strong><em> The obtained results will be used in the process of teaching the «Plagiarism and academic integrity» course.</em></p><p><strong><em>Key words:</em></strong><em> academic integrity, plagiarism, violation of academic integrity, academic course.</em></p>

In the process of elaboration and development of scientific research papers in the field of military sciences, the need for perfect academic ethics has always been emphasized, especially in the last decade. From the experience gained we found that it would be useful to clarify some aspects regarding the academic and research ethics, which would constitute a potential model for writing scientific papers by the bachelor students, master's degree and doctoral students of our academic and not only. The analysis, promotion and encouragement of the use of principles of academic and research ethics will represent an optimal framework for developing research mechanisms that fall within the legal provisions in the field. Considering that, since 2018 the subject matter of Ethics and Academic Integrity has become compulsory in the academic curricula, the present article is addressed especially to those who have not benefited from the academic ethical education, Considering that, since 2018 the subject matter of Ethics and Academic Integrity has become compulsory in the academic curricula, the present article is addressed especially to those who have not benefited from the academic ethical education,and also to those who need a small code of ethics, to everyone who carries out scientific research activities in the military field. We intend to identify those discrepancies between practice and theory, in order to be able to propose a code of good practices in writing a scientific paper. Another objective is to raise the awareness of researchers at the academic and postgraduate level in order to comply with the legal provisions in the field of academic and ethics research.

This work-in-progress research paper discusses issues of academic integrity which have long been a concern of education researchers and academic institutions within all fields of study. Academic integrity (AI) violations can consist of a broad range of student behaviors that are considered dishonest, including but not limited to plagiarism, copying others’ assignments, and paying for others to complete their work. A plethora of researchers have attempted to identify what underlying factors lead students to commit AI violations, and have identified several potential factors, including a lack of self-control, students’ ethical views of AI, perceived opportunities to commit AI violations, involvement in extracurricular activities, and students’ social groups.Another topic that has in recent times become a focal point of education research is students’ sense of belonging within their field of study. Researchers have identified several factors that contribute to students feeling less welcome within higher education, particularly within Engineering and Computer Science. Students who feel a lower sense of belonging have been identified as being at higher risk of performing poorly with their studies and retention rates for these students are historically lower. Despite this, little research has been conducted to examine where issues with students’ sense of belonging and their incidences of AI violations overlap. In this study, we attempt to try and better understand this relationship between students’ sense of belonging and AI violations by attempting to answer the following question: Can students’ sense of belonging within their discipline influence their propensity to violate academic integrity? We take up a student centered, restorative position, and choose to understand the cognitive underpinnings behind students’ choices to violate AI, with the goal of identifying if student outreach and more inclusive practices within Engineering and Computer Science can be utilized to prevent instances of AI violations. To accomplish this, we are employing a qualitative interview-based study of first-year students studying Computer Science at a large public university in the northeastern United States. We plan to analyze transcript data collected during interviews using Grounded Theory and Narrative Analysis methodologies. Our goal with this study is to draw awareness to additional underlying causes behind students deciding to violate AI, with the hope that this research will encourage academic institutions to employ a more preventative approach to handling AI issues by ensuring all students feel welcome and included within their chosen field of study, thereby helping prevent AI violations before they happen.

KUPRATA Nadia – PhD (Philology), Associate Professor of Language and Psychological & Pedagogical Training Department, Odessa National Economic University, 8 Preobrazhenska Str., Odesa, 65000, Ukraine E-mail address: kupratan@gmail.comORCID: http://orcid.org/0000-0001-5829-9701ResearcherID: https://publons.com/researcher/1932759//9 MENSO Iryna – PhD (Law), Senior Lecturer of Civil and Labor Law Department, Odesa National Maritime University, 34 Mechnykova Str., Odesa, 65000, UkraineE-mail address: irinamenso1@icloud.com ORCID: https://orcid.org/0000-0003-0211-1567ResearcherID: https://publons.com/researcher/4037760/iryna-menso/To cite this article: Kuprata, N., & Menso, I. (2020). Academic plagiarism and self-plagiarism as elements of violation of academic integrity. Human Studies. Series of Pedagogy, 11/43, 75‒90. doi: https://doi.org/10.24919/2413-2039.11/43.220455Article history Received: September 6, 2019Received in revised form: October 11, 2020 Accepted: November 23, 2020Available online: December 30, 2020Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2020 The Authors. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). The article examines such violations of academic integrity as “academic plagiarism” and “self-plagiarism”. Since the concept of “academic integrity” etymologically consists of two words “academic” and “integrity”, it makes it an ethical and scientific concept, and such types of violations of academic integrity as academic plagiarism, self-plagiarism, fabrication, falsification, deception, bribery refer it to the legal category. The concept of the “academic integrity” is associated with the scientific integrity, including the teaching integrity, and correlates to some extent with the intellectual ownership. The observance of academic integrity by scholars and educators refers not only to the moral principles and protection of the interests of others, but also to the honor and dignity of a person who adheres to the principles of academic integrity and contributes to the formation of his/her business reputation in science and education.The relationship between the concepts of “plagiarism” and “academic plagiarism” has been elucidated. The understanding of the concept of “plagiarism” contained in the Law of Ukraine “On Copyright and Related Rights” is significantly narrower than the understanding of the academic plagiarism in the laws on education. At the same time, the scope of the concept of “plagiarism” is much wider than the scope of the concept of “academic plagiarism”. Academic plagiarism is limited to objects, a range of subjects and the scope. The characteristic features of the legislative definition of the concept of “academic plagiarism” are highlighted, which together form the legal structure of the academic plagiarism. It has been found that the concept of “self-plagiarism”, reflected in the Law of Ukraine “On Education”, is of English origin and first appeared in the United States as student slang. No regulatory enactment of foreign countries contains the concept of “self-plagiarism”, it is newly introduced in the national legislation and has already caused a lot of discussion among scholars.The necessity of introducing the concept of “self-plagiarism” into the national legislation is substantiated. The need to consolidate the concept of “self-plagiarism” was caused by a deep crisis of academic integrity in the scientific and educational environment. Self-plagiarism reduces the trust in scientific results, misleads scientists who use the work with self-plagiarism and contributes to an unjustified increase in research results, which affects the competitiveness of scientists in obtaining financial support for research, employment, etc. It has been determined that adding information to that in the previous scientific research is not always self-plagiarism. A re-evaluation of previously published data may be justified by technological advancements, new scientific developments, the emergence of new scientific theories, etc. When improving one’s previous work, it is necessary to distinguish between the old and the new data and clearly define the relevance of their use.Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors.

The article reveals the role of research competence in the career growth of academic staff, outlines the functions of research competence in the context of national science entry into the European Research Area. The research competence of an academic is considered in terms of the condition and result of academic’s professional activity. On the basis of literary sources analysis and taking into account the mission of the universities’ scientific activity, the concept of an academic’s research competence as a personal quality, being developed on the basis of a combination of knowledge, skills, values, has been formulated. Cognitive, research and value components have been distinguished in the structure of an academic’s research competence. The cognitive component is: knowledge of research methodology, types and methods and means of research, as well as knowledge of the research area. The activity component is the ability to analyze and evaluate scientific materials, to use knowledge that collectively constitutes the cognitive component, in one’s own research activities and in the education of higher education students through research; the ability to conduct a scientific experiment, to process and present scientific results. The value component is characterized by an awareness of the personal importance of scientific activity, its role in professional activity; ethical relationships shown in research with other researchers, academic integrity and tolerance. The author has expressed the opinion that it is inappropriate to consider motivation for research activity as a separate component of research competence. The argument is that motivation is an incentive to act, not an awareness of something specific, so it should be considered in the structure of readiness for activity. The characteristics of each component of an academic’s research competence have been presented.

The article is devoted to the study of the issue of academic integrity in the performance of research work by students of natural sciences. An analysis of the state of formation and compliance with the norms and principles of academic integrity in the research work of students of higher education, which is a necessary element of the educational process, and is aimed at acquiring practical skills for the future profession. Aspects of the motivation of violations and the possibility of observing the principles of academic integrity of students of natural sciences when performing research work in extreme learning conditions are revealed. It was found that among the types of scientific research work of students, the most violations of academic integrity are observed in the performance of written coursework. It is noted that the reasons for the unscrupulous behavior of students are the belief that "plagiarism is not a problem and the lack of formed ideas that the violation of academic integrity is a harm caused to oneself and the future of the state. It has been investigated that the unscrupulous behavior of participants in the scientific and educational process, due to an irresponsible attitude to learning, contributes to the violation of academic integrity. The need to implement academic integrity in school education is substantiated, explaining the consequences of violations. It has been studied in the article that under the conditions of a consistent and step-by-step learning process with compliance with the norms of the scientific and educational process, it is impossible to violate academic integrity by students of natural sciences.

Impact of COVID-19 on Clinical and Academic Urological Practice: A Survey from European Association of Urology Section of Uro-technology

Learning Development (LD) is a supportive function within an educational environment. Learning Developers walk alongside students to develop academic skills and practice, and guide individuals throughout their academic journey through a variety of empowering approaches. One such function is raising awareness of academic integrity within academia and the role individuals can play to uphold it. Academic integrity is concerned with six key principles: honesty, trust, fairness, respect, responsibility, and courage (ICAI, 2021). Across the UK, many institutions and LD practitioners have designed and delivered courses, quizzes, tutorials, and events to promote academic integrity. These range from whole institution activities through piecemeal touchpoints. Academic integrity sessions are designed to encourage individual and original work, building on the shoulder of others, giving credit where due and avoiding plagiarism and unfair practice. Emerging from a global pandemic and experiencing a technological revolution, such as ChatGPT3, in this brave new rapidly expanding digital world, several questions arise: What is the role of Learning Developers in assessment design? What is the role of Learning Developers in academic offences panels? What training do Learning Developers need? How can Learning Development take leadership in promoting academic integrity? What forms of collaborative cross institutional research on academic integrity would be advantageous? This workshop provided participants with an opportunity to discuss the role of LD within the ever-developing world of academic integrity. Following a quick-fire quiz, participants had the opportunity to work in small groups. Each group was assigned one of the above questions in order to contribute to a 5-point action plan for how LD can be at the forefront of the academic integrity agenda. Participants took away ideas with them that they could apply within their own role and teams.

The increase in scientific knowledge in the world requires effective methods and mechanisms to improve educational pro- cess and scientific activity, first of all, to protect the intellectual property rights of its participants. There is a problem of understanding the essence of "Academic Integrity" as a specific safety guard in the field of assessing the honesty of scientists and the reliability of the results of their research. Conduct a philosophical and legal analysis of the main characteristics of the concept of "Academic Integrity". Was used the axiological approach as a way of cognition of philosophical and legal phenomena, as well as: system analysis, pragmatic approach and structural-functional analysis in opening the role, hierarchy and functional manifestations of the phenomenon of "Academic Integrity". Provided the author's definition of the concept of "Academic Integrity": 1) a special methodological procedure that ensures the receipt of specific knowledge and information by the participants of the educational process; 2) a system of special institutional norms and criteria; 3) the process of consolidation of the scientific society through the priority of human freedom in its spiritual determination; 4) the direction of research on various aspects of such activities in the educational pro- cess; 5) academic discipline in the course of ethics. It is concluded that the principles of justice, human-centrism and phenomenon of trust should be considered the basis of "Academic Integrity". Directions for further research in the field of academic virtue are proposed.