International organizations in promoting academic integrity in a globalized world: Ukrainian view

Academic integrity constitutes a cornerstone of higher education, epitomising values such as honesty, trust, fairness, respect, and responsibility. However, breaches in academic integrity persist among nursing students. Current responses to breaches predominantly adopt reactive and punitive measures, lacking proactive initiatives that cultivate active learning. Moreover, traditional didactic teaching methodologies may fail to resonate with the digital-native characteristics of contemporary students. Consequently, a discernible gap exists regarding novel approaches to instilling and upholding academic integrity within nursing education. The aim of this study is to explore and evaluate whether a co-designed serious game linking academic integrity and professionalism promotes motivation for self-perceived learning for first year undergraduate nursing students at one university in Northern Ireland. Using multi-methods, this study employed a pre-post validated 34-item Motivated Strategies for Learning Questionnaire before and after students played the game, and qualitative focus groups that explored the students’ experience of playing the game and impact on academic practice. Quantitative results (n = 233) showed significance across the 6 sub-scales of the Modified Strategies for Learning Questionnaire including self-efficacy, peer learning and help-seeking. Three themes were developed from focus groups (n = 39) in relation to usability, professional values and transferable skills. The study findings indicate the game had a positive impact on motivation, critical thinking, and self-regulation among participants and successfully correlated academic integrity with universally shared nursing values, such as honesty, accountability, and openness. Suggesting that the integration of case-based learning within a serious game offers a proactive, rather than punitive, approach to academic misconduct education, with potential applicability across diverse cultural and professional contexts.

This paper provides the theoretical analysis of forms of solidarity in academia and its relationship to academic integrity. This analysis is inspired by the Guidelines for an Institutional Code of Ethics in Higher Education drawn up by the International Association of Universities and the Magna Charta Observatory. These Guidelines refer to the principle of solidarity in the context of international cooperation between higher education institutions. However, the author of this paper believes that this principle might also be used in a broader academic context, in particular, in the field of academic ethics and academic integrity. Therefore, this paper aims at revealing the relevance of solidarity in academia and argues that the principle of solidarity can be considered as one of fundamental principles of academic ethics and should be reflected in the structure and provisions of the codes of academic ethics (conduct). For this purpose the author explores the philosophical and sociological approaches towards solidarity and defines the concept of academic solidarity, discusses the conceptual connection between academic solidarity, ethics and integrity and illustrates the impact of solidarity on the development of academic integrity. This analysis allows the author of the paper to recommend embedding the principle of solidarity in the codes of academic ethics of higher education institutions as well as extending the scope of its application by linking the rights and responsibilities of different groups within the academic community in a way that best expresses their unity, shared responsibility, mutual support in meeting the standards of social ethos.

The study aims to determine the essential criteria for assessing the compliance of the editorial policy of a scientific journal with the principles of publishing ethics and academic integrity. The research methodology uses the content analysis method. By this method, the content of the websites of "A" category scientific journals in social communications from the List of scientific professional editions of Ukraine as of October 1, 2022, has been analysed. The research also involves the use of methods of generalisation and grouping to determine the criteria for assessing the completeness of the information presentation of the editorial policy regarding publication ethics and prevention of unethical practices. The information content of the websites of scientific journals indicates thematic proximity but not the identity of the way of declaring the editorial policy regarding publication ethics and academic integrity. Emphasis on specific aspects of the editorial policy is a manifestation of the formation of the individual vision of the journal's editorial board of the concept of a quality scientific publication in line with generally accepted international standards. The novelty of the obtained results is in the definition of information blocks that serve as criteria for evaluating the completeness of the information presentation of the editorial policy regarding publication ethics and the prevention of unethical practices. These include the principles of publishing ethics, the review policy, and the policy of combating unethical practices. Conclusions. The widespread distribution of norms of publication ethics and academic integrity on the websites of scientific publications creates a single information field of requirements for participants in the publication process. The identified criteria for the completeness of the information presentation of the editorial policy in the field of publishing ethics determine the guidelines for the development of the content of the websites of new journals, as well as the transformation and adaptation to the modern requirements of already existing editions. The availability of detailed information on the principles of publishing ethics, review policy, and counteraction to unethical practices policy will increase the level of awareness and literacy of all participants in the publishing process: authors, editors, reviewers, and consumers of scientific information. Keywords: scientific journal, editorial policy, publishing ethics, academic integrity, website.

Problem setting. Since the European Commission has emphasized openness in science and innovation, it has been natural for relevant mandatory requirements to appear in EU research grant programs, including Horizon Europe, the main one. In principle, the very need to meet these requirements is a sufficient motivation for the introduction of open science in Ukraine and the development of the relevant National Plan, an important European integration tool. analysis of recent researches and publications. Domestic scholars who have studied this issue include: Drach I.I., Vasylenko A.Y., Bruy O. and others. Foreign researchers are: Lichten C.A., Hafner M., Wooding S., Cooper S.F., KhatibA., Treuille J., Barbero J. Lee, Beenen M., Leaver-Fay A., Baker D., Popović Z., Eiben C.B., Siegel J.B., Bale J.B., Cooper S., Khatib F., Shen B.W., Brownstein J.S., Freifeld C.C., Madoff L.C., and others. Purpose of the research is to analyze the essence of open science, its goals, advantages and disadvantages, as well as the demand for and prospects of large-scale implementation of open science policy. article’s main body. For the international community, the role of open science has become even more apparent during the global crisis caused by the coronavirus pandemic, which has shown humanity the key role of open access to scientific information, rapid knowledge sharing, and collaboration between scientists in overcoming global challenges. Today, it is no exaggeration to say that the effective and rapid implementation of open science in Ukraine can become the basis for restarting the national scientific system, which is not fully competitive in the global dimension and suffers from the vestiges of the past. In particular, this concerns the development of a renewed national scientific culture based on academic integrity, cooperation, and a focus on the needs of society. The emergence of a national plan for open science in Ukraine is the beginning of systematic work at the state level, which is to be welcomed. Obviously, we need to act quickly, because every day the gap with the EU countries will increase and may become critical, complicating European integration processes. The bad news is that the implementation of open science always means additional efforts and/or costs (for new research infrastructure, payment for open access publications, awareness raising and training, etc.) that Ukraine may not be able to afford, especially given that a huge share of the national budget will be spent on defense in the coming years (almost 50% in 2023). It is also worth remembering the need to focus on young scientists, who will need additional support but can become effective agents of change, as open science will provide them with many tangible benefits, and the ideal time to develop the relevant skills is at the beginning of their scientific career. conclusions and prospects for the development. Given the benefits of open science, compliance by Ukrainian scientists with certain requirements will facilitate their integration into the global scientific community. Since open science is still in the early stages of its evolution, consolidated information on trends and practices will help to show where policy development can be useful and where participants in open science initiatives have already been able to create their own useful practices. However, open science can also have a negative impact on the research system, and this should also be highlighted and investigated. It is advisable to review the systems for evaluating research and professional performance in order to bring them in line with the principles of open science.

In this paper, a multi-stakeholder, multi-level theoretical framework has been used to analyse a selection of 125 published papers on academic integrity, all with Australasian authors. Concepts informing the theoretical framework include: underlying author's moral or value judgements about academic integrity; views held by multiple stakeholders; overlapping levels of abstraction in producing research outputs; human information-seeking behaviour; three stances adopted in researching academic integrity; the influence of a managed higher education climate; and the changed nature of information availability. Results obtained from this study suggested that there was a dominant positivist mindset adopted by authors in this particular sample; moral or value judgements about academic integrity are present, but often not stated; most papers are about student behaviour; and academic staff researchers provide the dominant stakeholder view.
 
 Widely available global information has brought with it both benefits and problems. In the academic context, the issue of properly acknowledging sources (which is an important aspect of academic integrity) has received a lot of attention in the last five or six years. Joyce (2007) conducted a review of publications by Australasian authors concerned with academic integrity (AI) and located 125 papers that have appeared in journals or have been presented at academic conferences since 1998. He noted that 'many of the academic papers (more than 50) had been presented at one of the two Asia-Pacific Educational Integrity Conferences (held in 2003 and 2005) and there was considerable overlap in content (p. 188).
 
 In this review paper a selection of 125 academic papers on AI with Australasian authors have been analysed utilising a theoretical framework initially proposed by Fielden (2008). This theoretical framework is underpinned by Bates' (2006) theory on information searching, Floridi's (2006) 'infosphere' and Introna's (2005) multiple views of the nature of information technology. According to Bates, four main ways of searching for information are (Figure 3): searching, which is active and direct; monitoring, which is passive and direct; browsing, which is active and undirected; and being aware, which is passive and undirected. Floridi has provided a starting point for this framework with his infosphere (Figure 1) and levels of abstraction (Figure 2).
 
 Introna (2005) provided a third dimension to the theoretical framework utilised in this paper when he established multiple views of the nature of information technology in considering information ethics. This notion of multiple levels has been applied to published papers on AI; the levels being AI as artefact, AI as social construction, and AI as phenomenon. These three levels are reflected in the main column headings of Tables 1, 2 and 3.
 
 This study was conducted because one of the authors is interested in developing conceptual frameworks to inform a deeper understanding of research issues and the other author has a breadth of knowledge about plagiarism, particularly in Australasia. The structure of the paper is as follows: firstly the terminology and themes used in this paper are defined and the domain in which the theoretical framework applies is discussed; secondly the theoretical framework is described; then 125 papers from the current body of literature on academic integrity (1998 2006) are positioned according to the theoretical model; finally a discussion on findings from this positioning is followed by conclusions and recommendations for future research.

Editorial Volume 4(2)

Editorial Volume 9(2)

The article examines the role of academic integrity in the context of university education and training of future specialists in the field of musical art. The authors reveal the essence of the concept of academic integrity and its importance for the formation of competent students and musicians. The attitude towards plagiarism of students majoring in "Musical Art" was analyzed. The article indicates an increase in cases of violations of the principles of academic integrity in the educational activities of Ukrainian institutions of higher education. The authors highlight the European experience in the formation of ethical competence of future specialists in the field of musical art as an example for overcoming the problems of academic dishonesty, such as copying, plagiarism and illegitimate obtaining of grades. Academic integrity, defined as a high degree of honesty and ethics in the educational process, becomes an important component of the training of specialists in the "Musical Art" specialty. The modern stage of formation of higher music education determines the importance of values that guide students on the way to mastery in art. Academic integrity acts not only as a norm of behavior, but also as a mechanism for the formation of high standards and responsibility. Art students, by adhering to the principles of academic integrity, not only demonstrate their dignity, but also uphold ethical standards in the artistic environment. It has been proven that academic integrity is a set of rules defined by legislation and moral and ethical principles that must be followed by all participants in the educational process. It has been proven that academic integrity is a moral and ethical category based on established norms and rules of behavior of a scientist, which guarantee freedom in the performance of educational and research tasks of students of art specialties.

Editorial Volume 4(1)

The article outlines the concept of academic integrity as a component of academic culture and states the academic integrity of researchers is a key aspect in determining the quality and reliability of scientific research, as well as the reputation of the scientific community. Adherence to the principles of academic integrity is the foundation for the development of scientific knowledge and innovation. It was noted that Ukrainian legislation provides a clear framework for the regulation of academic integrity, establishing fundamental principles, requirements, and sanctions for violations. This contributes to the assurance of the quality of education and research, as well as the enhancement of trust in the outcomes of educational and research activities. A critical assessment of the list of violations of academic integrity is given. Particularly emphasized the shortcomings of the legal regulation of the definition and application of the institute “academic responsibility” as a form of ensuring “academic integrity”. The authors analyze and summarize the basic ethical principles that form the basis of academic integrity. Conclusions. Thus, academic integrity violations, such as plagiarism, can result in serious consequences, including the revocation of academic degrees and academic titles. At the same time, maintaining academic integrity is a researcher’s moral and professional obligation, as it affects public trust in scientific results. Maintaining academic integrity is essential for the development of a scientific environment that is conducive to intellectual honesty and transparency in scientific research. Furthermore, the culture of academic integrity encourages high standards of ethics and professional behavior among scientists. Consequently, the quality and credibility of research results are contingent upon the research process being conducted in an honest and ethical manner, free from practices that are deemed unacceptable within the scientific community and that compromise academic integrity. In this regard, all the efforts of the scientific community should be aimed at preventing academic dishonesty, hindering and stopping it by creating a responsible and honest scientific environment.

Whose role is it to teach academic integrity to university students? We explored academics’ conceptions about their role in promoting academic integrity in two countries, namely New Zealand and Finland. We used Q methodology to find common configurations of perspectives that can help us understand the premises based on which academics approach the tasks and roles associated with teaching academic integrity. The 56 academics in our sample were asked to sort 42 statements highlighting a broad spectrum of perspectives on academic integrity and the teaching of it, and answer some related interview questions. A centroid factor analysis using PQMethod software resulted in five configurations of views with distinctive characteristics. We used three frameworks to interrogate these differences: (1) possible narrative from a students’ perspective, (2) Biggs’s levels of thinking about teaching, and (3) an ethical interpretation. Academics at our institutions appear united in respecting the importance of academic integrity, but not of one mind about what it is, how it should be taught, whether or not it can be taught, whose responsibility it is to teach it, and how to handle cases of misconduct. The results suggest that teachers are confused about integrity policies extant in higher education and about their roles within these.

This paper contends that principles of virtue ethics have the potential to both supplement and complement academic integrity policy in the adjudication of undergraduate student academic integrity breaches. The paper uses elements of grounded theory to explore responses from 15 Academic Integrity Breach Decision Makers (AIBDMs) at an Australian university, and in particular, the process they use to determine outcomes for student breaches of academic integrity. The findings indicate that AIBDMs often use principles of virtue ethics to help provide nuanced judgement on sometimes complicated breaches of ethical behaviour. The findings demonstrate that many AIBDMs supplemented their knowledge of institutional academic integrity policy with a deep commitment to their own virtuous behaviour.

An academic integrity policy usually specifies the university’s ethical principles and values, the forms of appropriate academic behaviour, the penalties for academic malpractice and the procedures for handling policy violations. However, the policy does not itself create academic integrity, but needs to be consistently and effectively communicated, implemented, and applied. This paper presents a case study investigating the extent to which students at Riga Technical University (Latvia) are informed about the university’s academic integrity policy. This quantitative research was performed by surveying two groups of respondents: domestic students in the first year of their bachelor’s studies and the heads of the corresponding study programmes. The results revealed a low level of students’ awareness of the university policy on academic integrity and a lack of systematic institutional approach to promoting academic integrity. The study results also indicated that students with a higher awareness of the university policy on academic integrity were less tolerant towards violations and perceived academic integrity as an essential aspect for both the academic community and student life. These findings establish a foundation for a more extensive discussion of academic integrity issues in Latvia. They can also serve as impetus for similar studies in other Latvian universities, as well as research taking an international comparative perspective.

Comparing the 2021 Rule of Law Index, 2021 Legatum Prosperity Index, 2021 Education Rankings by Country, 2021 Times Higher Education, 2021 QS World University Rankings has demonstrated that there is a clear correlation between adherence to the rule of law in the state and the legal culture, education and academic integrity. It is proved that the higher the level of adherence to the rule of law, the higher is the level of legal culture and, accordingly, the level of quality of education and observance of academic integrity. The issues of academic integrity are issues of each country, but the factors influencing academic integrity differ significantly between countries, between different regions, and depending on cultural values. Cultural differences also affect the perception of academic integrity in the world. It is noted that there are several problems with observance of the academic integrity in Ukraine. The attitude to the issues of academic integrity in Ukraine directly depends on the ethical principles and values in society and legal culture. It is concluded that the implementation of academic integrity values requires changes in the system of education and scientific activity in Ukraine. The academic community must be a true advocate of academic integrity and actively strive for its implementation in the everyday institutional life of its members. Universities, faculties and teachers have a significant role to play in communication, strengthening and securing values of academic integrity and policy of the educational institution, academic culture and legal culture in general. Today it is important for Ukrainian institutions not only to create policies, procedures and rules in the field of academic integrity but also to introduce them into the everyday life of the such institution, to constantly improve them, to form academic culture, legal culture and respect for the rule of law.

The article outlines the conceptual foundations for the academic integrity formation in future teachers during vocational training; the essence of the academic integrity concept, its contents in relation to the formation of personal and professional characteristics of a competent specialist is researched; the attitude towards the displays of academic insecurity among the students of the specialty "Preschool education" is determined. The author investigates the increase in the number of the academic integrity principles violations in higher education institutions. The European experience in shaping the moral and ethical behavior of a future specialist in the education field is highlighted as a model for Ukraine to struggle with tolerance to academic insecurity manifestations in the educational process. Based on a systematic analysis, we have proved that academic integrity is the rules, moral and ethical principles that all participants in the educational process must use for building an atmosphere of mutual trust in the academic environment, updating the education system. Understanding and adopting academic norms based on systematic work and motivation is a necessary phenomenon for future educators. Updating the system of higher education is possible only with the active participation of students in reforms, proposals for ways to improve the educational process. Many institutions of higher education in Ukraine already have «Ethical Codes», which prescribe the principles of academic integrity at the legislative level. The next step for the restoration of our country's academic culture will be the creation of ethical commissions, which will clearly regulate sanctions and penalties for non-compliance with ethical norms in the educational and scientific environment. Academic integrity has gained special significance for the educational environment, and only joint efforts of the entire academic community may form the ultimate corporate culture of the university. It is necessary to deal comprehensively with tolerant attitude of students towards negative phenomena of violation of ethical principles in educational and scientific activities.