Risk communication, ethics and academic integrity in the process of minimizing the impacts of the covid-19 crisis in Ethiopian higher education

Abstract

This study aimed to analyze the commitment, preparedness, response, and challenges of risk communication for the prevention, ethics, and academic integrity of COVID-19 in Ethiopian higher education. Higher education is among those sectors seriously affected by the pandemic and associated factors. Since it appeared in the country, various ethical risk responses have been employed to minimize its impacts. Every commitment, response, preparedness, ethics, academic integrity, and risk communication are efforts to curve the impacts that transcend the globe. The study used an institutional-based cross-sectional study design. Data were collected from primary and secondary sources. These were extracted using web-based research from academic research, preparedness, protocols, standards, and risk communication working papers that were prepared for the Ethiopian context and university media sources. Therefore, a web-based search was used to gather information on the preparedness, commitments, performances, and challenges of Ethiopian higher education. Qualitative thematic analysis was used to explore the experiences of Ethiopian higher education. The findings show that higher education is one of the main task forces that support the national response scheme against the pandemic. The government makes an enormous effort to reduce and minimize its impacts. The findings show that higher education as a task force has contributed strongly to national efforts based on research, ethics, academic integrity, humanitarian assistance, online meetings, e-learning, and conferences. Although research focused on knowledge, attitude, and practice to date there has been no clinical research. Research conducted on COVID-19 by academicians (374 academic staff) of 26 universities focuses on KAPs. Besides, e-learning was poorly and unethically managed to support disrupted education. The postgraduate program was facilitated outside of campus through e-learning which eroded academic integrity. However, e-learning is the weakest and unethical way to support undergraduate and even partially postgraduate programs. The Internet infrastructure and the acculturation of student e-learning are problematic. Furthermore, external pressures such as ethnic conflicts, wars, and fragile political situations are causing the reopening to be delayed. In Ethiopian higher education, the overall effort to communicate risks, ethical education, and academic integrity is minimal. It lacks continuity. It lacks academic integrity. Thus, academic ethics is eroded. The challenges are the remaining homework of the universities. I suggest that risk communication, ethical and research-based solutions need to be re-evaluated and re-considered.