Ukrainian as a foreign language: principles of the development of academic integrity and critical thinking among foreign students

Abstract

The scholarly and practical interest both within Ukraine and globally towards theoretical exploration, practical methodologies, and technologies fostering critical thinking and exemplifying academic integrity across the European and international landscape aligns with the imperative of advancing higher education within a framework of innovative student development. This article aims to investigate the impact of instructors teaching Ukrainian as a foreign language on the cultivation and enhancement of critical thinking skills and academic integrity among international students. The research methodology is rooted in R. Paul and L. Elder’s theory, emphasizing a dual-component structure of critical thinking encompassing elements of thinking and intellectual standards. The approach integrates our own professional reflections, insights from colleagues, data collection, student questionnaires, and scientific observations of their academic. This study clarifies the principles underlying the introduction of optimal tools from the arsenal of philological disciplines. These tools are designed to nurture critical thinking skills and instill adherence to academic integrity principles among foreign students at Kyiv National University of Technologies and Design, particularly within the framework of the elective course “Interesting Ukrainian: Conversation Club”. Additionally, it analyzes quantitative indicators reflecting the acquisition of critical thinking skills and adherence to academic integrity among foreign students. The findings affirm several key points: Firstly, instructors wield significant influence in raising foreign students’ awareness of the importance of upholding academic integrity ideals. Secondly, teachers possess the capacity to structure educational modules effectively, fostering the development of critical thinking skills within their disciplines. Thirdly, this approach stimulates foreign students to perceive themselves as integral contributors to the educational process, nurturing their sense of responsibility and professional awareness. Finally, the study highlights the most effective methods for cultivating academic integrity.