Academic Integrity Issues Research Articles

TALK TO ME: A DIALOGUE WITH ARTIFICIAL INTELLIGENCE ABOUT ITS USE IN EDUCATION AND RESEARCH

The article explores the use of artificial intelligence (AI) in the educational process, writing scientific articles, and the ethical issues that arise with its application. The research is based on an analysis of dialogue with the chatbot ChatGPT, examining the possibilities of using AI in learning and science. The results of the analysis, along with the study of relevant literature sources, lead to the conclusion that caution is needed when using language models based on AI. The article discusses issues of academic integrity when applying artificial intelligence for text generation. It is pointed out that these issues and ethical aspects are not yet regulated at the legislative and academic levels, as ChatGPT has only existed for a few months, and appropriate regulatory mechanisms are still being formed. In particular, it is highlighted that ChatGPT is proficient in text generation technology but sometimes makes mistakes and provides false information. This can create difficulties for users who rely on accuracy and reliability of the information received. The article's results aim to help readers better understand the potential of artificial intelligence in education and research, as well as the problems associated with its application. Possible ways to optimize the use of AI technologies in the academic environment are identified, and the importance of developing critical thinking and information evaluation skills is emphasized. The focus is on the need to raise students', teachers', and researchers' awareness of the potential challenges and limitations AI may have in research activities. Furthermore, the article discusses the role of universities and scientific communities in developing strategies that promote the ethical use of AI in education and research. It is emphasized that it is important to consider both the positive aspects of AI and the potential risks to academic integrity and research quality. One solution could be the implementation of special courses on AI ethics, which would help students and researchers better understand various aspects of AI technologies, including their practical and ethical sides. Active collaboration between academic institutions and AI development companies is also recommended, with the aim of developing safer and more responsible language models. Considering the rapid development of AI, the authors call for accelerating the creation of national and international legal frameworks that would regulate the use of artificial intelligence in education and research. The article underlines the need for a broad discussion among representatives of the scientific community, legislators, and the public on the ethical issues and possible consequences of using AI in the academic world. Key words: artificial intelligence, large language models, ChatGPT, education, science.

ACADEMIC INTEGRITY AS AN IMPORTANT COMPONENT IN ENHANCING EDUCATION QUALITY

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.

Bringing to Academic Responsibility for Violation of Academic Integrity: Theoretical and Applied Problems of Regulation

Problem setting. The article highlights problematic issues related to academic responsibility for violations of academic integrity of participants in the educational process. Attention is drawn to the fact that a significant shortcoming of the Laws of Ukraine «On Education» and «On Higher Education» is the absence of such definitions as «academic responsibility», «types of academic responsibility», «academic misconduct», which significantly complicates the bringing to academic responsibility of pedagogical , scientific-pedagogical and scientific workers of educational institutions and students of education in practice. Analysis of recent researches and publications. A. Artyukhova, V. Zinchenko, Y. Kalinovsky, M. Ozhevan, O. Tytska, O. Chumak and others scientists have addressed the issue of academic integrity in their works. The scientific conclusions and approaches to the vision of these scholars are an important basis for our study. Target of the research is to study and comprehend the problematic issues of bringing to academic liability for violation of academic integrity of participants in the educational process. Article’s main body. Based on the analysis of current legislation, the author formulates a definition of the term “academic liability” and establishes its place in the general system of legal liability. The author’s definition of the term «academic responsibility» is proposed: this is a type of legal responsibility that arises for the violation of the academic integrity of pedagogical, scientific-pedagogical and scientific employees of educational institutions, students of education in scientific institutions and educational institutions and entails negative consequences of state influence in case of committing them of an academic offense. A critical assessment of the list of violations of academic integrity is given. It is noted that in the current educational legislation there is no differentiation of violations related to the training of highly qualified personnel (master’s students, doctoral students, etc.). Attention is drawn to the fact that the Law of Ukraine «On Education» establishes a list of violations of academic integrity, in which offenses that are completely different in terms of the degree of social damage, for example, self-plagiarism and bribery, are placed in the same row/ The author established that the Law of Ukraine «On Higher Education» contains a list of sanctions for violation of academic integrity not for all participants of the educational process, but only for pedagogical, scientific-pedagogical and scientific employees of educational institutions and students of education. Amendments to the current legislation regarding the clear definition of objective criteria for the selection of the type of academic responsibility for a specific violation of academic integrity are proposed. Conclusions and prospects for the development. It was concluded that academic responsibility is a multi-meaning concept, in particular, a type of social, corporate, moral-ethical, legal responsibility, is a type of state coercion. It is proposed to harmonize the provisions of the educational legislation with the Code of Criminal Procedure of Ukraine, the Civil Code of Ukraine, the Criminal Code of Ukraine and other laws, which will regulate the types and measures of punishment for violating academic integrity. It is proved that academic responsibility can be legal (civil, labor, administrative, criminal), social, moral and ethical, corporate responsibility. Thus, academic responsibility intersects with legal responsibility. The need to establish the definition of the concept of «academic responsibility» at the legislative level and to regulate in detail all procedural aspects of bringing the participants of the educational process to academic responsibility is argued.

IMPLEMENTATION OF THE BASIC PRINCIPLES OF ACADEMIC INTEGRITY INTO THE EDUCATIONAL PROCESS OF SPECIALISTS IN THE SPECIALTY 017 PHYSICAL CULTURE AND SPORTS AT BORIS GRINCHENKO KYIV UNIVERSITY

Introduction. Due to the constant development of information and communication technologies, we have received an almost unlimited opportunity to search and distribute information. However, this immensity has caused the emergence of such negative consequences as the spread of academic dishonesty in educational and scientific activities. The actualization of issues of academic integrity in the conditions of the distance format of the educational process, which was implemented in Ukraine during the COVID-19 pandemic and continued due to the establishment of martial law in the country, is also of particular importance. Therefore, it is necessary to continue to pay close attention to the issue of academic integrity to comply with moral and ethical principles both in educational activities in higher education establishments and in the writing of scientific works by scientific and pedagogical workers and students. Aim is to investigate the implementation of the main tasks of academic integrity in the educational process of specialists in the field of physical culture and sports (on the example of Borys Grinchenko Kyiv University). Material and methods: analysis and synthesis of scientific and methodological literature, documentary sources, systematization and generalization, interrogation. The results. The system of preventing and stopping manifestations of academic dishonesty, which is implemented at the Borys Grinchenko Kyiv University, is characterized. It was determined that this system consists of five interconnected parts. Conclusions. The research made it possible to determine how the main principles of academic integrity are being implemented at the Borys Grinchenko Kyiv University. The aspects related to the interaction of teachers and applicants regarding informing about the need to observe academic integrity in their activities were characterized.

ACQUISITION OF ACADEMIC INTEGRITY COMPETENCIES BY POSTGRADUATE STUDENTS AND THEIR IMPACT ON THEIR SCIENTIFIC ACTIVITY

Academic integrity plays an important role in everyone's research, especially for graduate students who are in the early stages of their careers. The purpose of the article is to establish the basic competencies in the field of academic integrity that postgraduate students should possess. The main methods that were used in the research are analysis and synthesis, methods of comparative analysis, generalization, which made it possible to achieve the set goal. The methodological basis of the study was a survey of postgraduate students of Ukrainian universities. Based on the results of the literature review, the authors systematized the main forms of violations of academic integrity that graduate students may encounter during their studies. Based on the results of a survey of postgraduate students, the main issues of compliance with academic integrity were investigated: compliance with the code of academic integrity of the university; availability of persons responsible for familiarizing postgraduate students with issues of academic integrity; the main forms of violations of academic integrity that postgraduate students may encounter during their studies; the main decisions made as a result of the detection of cases of violation of academic integrity; core competencies that graduate students would like to possess to prevent academic integrity violations. The main measures to inform postgraduate students about the observance of academic integrity have been proposed.

Co-Designing OER with Learners: A Replacement to Traditional College Level Assessments

Academic integrity issues in higher education have been reported as increasing as the pandemic and need to learn remotely continues. The use of homework sites like Chegg, that provide learners with answers to tests and assignments increased significantly through 2019 and 2020 (Walsh et al., 2021). Open advocates have been espousing the benefits of open educational resource assignments co-constructed with learners and published in the open prior to the pandemic. These have largely been writing assignments taking the form of blogs with a focus on teaching practices. An example of this phenomenon is the Open Learner Patchbook where learners write blog posts to share in the open (Open Education Global, 2019). A faculty involved in two projects that co-designed Open Education Resources (OER) with learners was curious to know what processes learned could be applied to co-designing OER assignments in their own teaching practice as an alternative to traditional assessments where answers can be found on homework sites. Easton et al. (2019) propose that original assignments encourage learners to complete their own work. This presentation focuses on what was learned in the co-design process with learners and what can be applied to teaching practices in college diploma and certificate courses.

Some Ethical Issues Related to Josip Runjanin’s Contribution to Croatian National Identity 101

Today, school textbooks in Croatia state that Josip Runjanin is one of the important Illyrian composers who set the Croatian anthem to music. However, this information, as well as information about his compositional contribution, is full of various controversies that are rarely mentioned by the general public. This paper explores these controversies with particular reference to issues of academic integrity and politics that led to the construction of the character and work of Josip Runjanin present in public today and their repercussions in the future.

FEATURES OF ACADEMIC INTEGRITY OF SCIENTIFIC‒RESEARCH WORK OF STUDENTS OF NATURAL SPECIALTIES

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.

Teaching and Learning the Ninth Principle of the ALA Code of Ethics

In 2021 the American Library Association (ALA) Council approved a ninth principle to be added to the ALA Code of Ethics. The principle reads, “We affirm the inherent dignity and rights of every person. We work to recognize and dismantle systemic and individual biases; to confront inequity and oppression; to enhance diversity and inclusion; and to advance racial and social justice in our libraries, communities, profession, and associations through awareness, advocacy, education, collaboration, services, and allocation of resources and spaces.” This principle is in keeping with the Association for Library and Information Science Education (ALISE) Ethical Guidelines for Library and Information Science Educators: “As LIS educators, we respect and uphold academic freedom and protect the freedom to learn and to teach. We resist censorship and actively promote access to diverse points of view.” In both instances the primary thrust is equity, diversity, inclusion, decolonization, and justice. This panel addresses the ALA Code of Ethics, with special attention to the ninth principle. The panelists will address the core meaning of the principle to determine what it portends for education for library and information professionals. The principle is designed to guide action though praxis. The panelists will examine the degree to which that objective is met by the principle, as well as a set of questions related to the principle: How praxis can address systemic inequity and oppression; how diversity and inclusion manifests itself in praxis; how the advancement of racial and social justice through education can be introduced in the workplace; and how the insertion of these goals can be made into the institutions in which graduates work. The matter of the pressures in which educators work related to racial and social justice work will also be brought up.
 Throughout the investigation of these matters, the overarching concern of the panelists will be the insertion of the matters into the educational milieu. The panelists will bring to the fore their extensive knowledge and experience in their examination. They will not only provide analyses of the elements of the ninth principle, but will raise questions about the implementation of the principle into the education of professionals. The panel presenters and their talk titles are: (1) John Budd, The Ninth Principle and Global Ethics: The Case for Global Ethics; (2) Suliman Hawamdeh and Michele A. L. Villagran, Multiculturalism and the Role of Information Ethics in Dealing with Academic Integrity Issues; and, (3) Bharat Mehra, “White Pricks” (a.k.a. Inoculations Against Racism) to Decenter Shades of White Privilege in a Professional Association’s Leadership Networks of LIS Educators. Facilitated by John Burgess, delegate for Information Ethics SIG convenor Toni Samek, the panelists will engage the audience in a discussion of the meaning of the ninth principle, but will also have the opportunity to compare it with the ALISE guideline and to offer suggestions regarding the implementation of the tenets of the principle into education (including which kinds of curricular elements are best suited to the insertion of the ALA Code of Ethics into instruction and discussion).

Rule of law, legal culture, education and academic integrity

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.

UPHOLDING INTEGRITY IN THE MANAGEMENT OF E-LEARNING IN INSTITUTIONS OF HIGHER LEARNING

Integrity in e-learning environments is a major concern to institutions as it is an important value that must be upheld. The principle of integrity is the foundation for the achievement and progress of students. Integrity being upheld results in good citizenship and a better society. The flexibility of e-learning which enable students to learn anywhere at their convenient and preference also result in an increase opportunity of breaching academic integrity. It is therefore imperative to examine the issue of academic integrity in e-learning management. This paper is aimed at identifying integrity issues in e-learning and proposing effective methods of maintaining integrity in the management of e-learning without underestimating its benefits to learning institutions. Relevant research articles relating to integrity in the management of e-learning were searched from the internet using different search keywords such as “integrity in e-learning”, “maintaining integrity in online learning”, “types of e-learning”. Articles that are not from peer-reviewed journals were not included. Some integrity issues in e-learning such as academic misconduct and fraudulent activities in e-learning were highlighted. Two methods of maintaining academic integrity in e-learning proposed in the study are avoidance and implementation. Avoidance is a pre-emptive tactics of making sure that misconduct such as plagiarism, fabrication and cheating are not exhibited at all in e-learning. Implementation method on the other hand entails using software to detect academic misconduct and fraudulent activities. It is recommended that e-learning activities should be properly monitored and controlled. KEY WORDS: Academic integrity; e-learning; fraudulent activities.

Mapping the cultural characteristics of subcontinent students and the challenges to their academic success

This study explores the cultural characteristics of subcontinent students and maps the characteristics to the challenges to their academic success. Interviews of fifty staff from an Australian university indicated that both teaching and professional staff held similar views on the characteristics of subcontinent students. Significant characteristics included respect for teachers, the need for continual guidance, a tendency to group, and a propensity to negotiate. The identified challenges to the academic success of subcontinent students were a lack of engagement with staff, inadequate critical thinking, poor communication skills, academic integrity issues and unrealistic expectations. Armed with a better understanding of the subcontinent student cohort, this study encourages teaching and professional staff to find ways to develop a more inclusive educational environment that builds students up for success.

Academic Integrity in the Context of European Experience and Ukrainian Practice

The article analyses the experience of European countries in counteraction to academic dishonesty and plagiarism, as well as the attitude of Ukrainian students to the problem. The specific examples of the counteraction against academic fraud in universities abroad have been studied, in particular, in the United Kingdom at the University College London, in Sweden at the Karolinska Medical University, and in higher education institutions in Poland. The article examines the attitude of Ukrainian students to various issues of academic integrity by questionnaires for its development in higher education institutions to prevent plagiarism in Master's theses.
 The purpose of the research is to study the European experience in counteraction to the manifestations of academic dishonesty and plagiarism among students to apply the experience in Ukrainian higher education institutions.
 Methodology. A survey among Master's students in H.S. Skovoroda Kharkiv National Pedagogical University was conducted, which revealed the level of students’ knowledge about such concepts as academic integrity, plagiarism, as well as its types and reasons that motivate students to academic dishonesty and plagiarism.
 Results. The results of the survey show that, unfortunately, most students do not consider plagiarism a fraud. According to them, posting a text on the Internet makes it common and accessible to all, “nobody's”, and academic dishonesty and plagiarism in the student environment by majority of students is still perceived as the norm.
 Conclusions. To develop the academic integrity for Ukrainian students, it is necessary to implement a set of various measures. Promoting academic integrity and counteraction to plagiarism should take place at the level of the national ministry, higher education institutions, University faculties, departments, teaching staff, and the students themselves. Such work must be systematic, have a strategy, technology, ways of implementation at all levels of the scientific and educational process. It is expedient to conduct mass, explanatory, preventive work in each university, instill in Ukrainian students the principles of academic integrity, conduct special lessons to prevent plagiarism, work with common electronic programs of text self-checking, and teach training modules.

Assisting academics to identify computer generated writing

ABSTRACT Authentic writing is an important aspect in education and research. Unfortunately, academic misconduct occurs among students and researchers. Consequently, written articles undergo certain detection measures and most teaching and research institutions use a range of software to detect plagiarism. However, state-of-the-art Automatic Article Generator (AAG) writing powered by Artificial Intelligence provides a new platform for new types of serious academic misconduct that cannot be easily detected and even if they are detected, can be hard to prove. The main objective of this study is to raise awareness of these tools among academics. This paper first explains the features of AAG writing, then investigates whether academics can distinguish AAG writing from human writing and whether raising the awareness of AAG between academics can improve their ability to detect AAG writing. A case study showed how difficult it is for academics with no knowledge of AAGs to identify this writing. A survey was used to indicate how a training session can improve the ability of detecting AAG writing. The results show that raising awareness training increased the academics’ ability to detect AAG writing. Lastly, the possible solutions to mitigate the academic integrity issues associated with AAG writing have been discussed.

Relying on Technology for Countering Academic Dishonesty: The Impact of Online Tutorial on Students’ Perception of Academic Misconduct

Over the last several decades, the issue of academic integrity has emerged as one of the major concerns of higher education institutions throughout the world. Amongst different strategies for combating academic dishonesty, educational interventions in the form of online tutorials are becoming increasingly popular. In this paper, we empirically examine, using a sample of Montenegrin students and the matching method, the relation between online tutorials and four forms of student misconduct, namely cheating, plagiarism, fabrication or falsification, and aiding and abetting academic dishonesty. In addition, we examine whether students that received the certificate after passing an academic integrity test in online tutorial perceived different forms of academic misconduct more seriously than students who participated in the online tutorial but did not receive the certificate. Our results indicate that online tutorial can be useful for enhancing students’ awareness of certain types of academic dishonesty (cheating, fabricating/falsifying, and aiding/abetting), while for others (plagiarism), it remains ineffective. Similarly, we found that getting a certificate after completing tutorial did not amplify students’ attitudes towards certain dishonest behaviors (cheating or fabrication/falsification), but it enhanced students’ perceived seriousness of plagiarism and aiding/abetting dishonesty. The result of this analysis may have important implications for university managers and policy makers when designing strategies for combating particular types of dishonesty in academia.

ACADEMIC INTEGRITY IN THE CONDITIONS FORCED DISTANCE LEARNING

The article examines issues of academic integrity under conditions of forced distance learning. An analysis of the current state of affairs in the university educational environment in the field of compliance with the principles of academic integrity was carried out. In the course of the study, respondents were asked to complete a survey aimed at determining the phenomena and factors that concern students in the conditions of forced distance learning of the 2020-2022 academic year and to decide on issues of academic integrity. Interviews were also conducted with student volunteers from various courses and universities who studied or are studying in conditions of forced distance learning. The results showed that, unfortunately, the percentage of students who regularly use cheating and incorrect borrowing has grown over these two years, but the reasons for this require further study, but it can already be said that the main factors that influence the manifestations of academic dishonesty in the environment students are: a new learning environment (full online learning), the lack of systematic work on the formation of an academic culture and a combination of low motivation in online learning and a low level of independent work skills among students in a new environment. Based on the results obtained, recommendations were formulated both for participants in the educational process in the context of countering and preventing cases of academic dishonesty in online learning. Digital tools recommended for use in online learning include: Respondus LockDown Browser, Respondus Monitor, ProctorU, Purdue OWL, RefWorks, Grafiati, Unplag, Self Control. The integrated use of these digital tools will both control specific manifestations of academic dishonesty and form a culture of academic integrity based on openness and understanding of the importance of this process for students.

Recommendations for a balanced approach to supporting academic integrity: perspectives from a survey of students, faculty, and tutors

Maintaining academic integrity is a growing concern for higher education, increasingly so due to the pivot to remote learning in 2020 caused by the COVID-19 pandemic. We canvassed students, faculty, and tutors at an online Canadian university about their perspectives on academic integrity and misconduct. The survey asked how the university could improve policies concerning issues of academic integrity, how faculty and tutors handled cases of misconduct, about satisfaction with how academic violations were treated, and about the role of students, faculty, and tutors in encouraging academic integrity. As well, we collected suggestions from respondents for reducing cheating, addressing academic misconduct, and general ideas about academic integrity. The distinction between misconduct and integrity was not always clear in their comments. We received responses from 228 students and 73 faculty and tutors, generating hundreds of comments. In this paper we focus only on the answers to open-ended questions. Using content analysis, we categorized the replies into similar threads. After multiple iterations of analysis, we extracted three general recommendation groupings: Policy and Procedures, Compliance and Commitment, and Resources. Based on respondents’ views, we propose a balanced approach to supporting academic integrity. Although we conducted the study pre-COVID-19, the recommendations apply to current and future academic integrity practices in our context and beyond.

Promising Practices and Emerging Ideas in Academic Integrity Policy Development

Recently, Athabasca University canvassed faculty, tutors, and students about their perspectives on academic integrity. Responses to open-ended questions were received from 102 faculty and tutors and 146 students, generating hundreds of comments. The survey asked how Athabasca University could improve its policies concerning issues of academic integrity, about satisfaction with how academic violations were treated, on the role of faculty and tutors in encouraging academic integrity, and on how faculty and tutors handled cases of misconduct. As well, we collected suggestions from faculty, tutors, and students for reducing cheating, increasing academic integrity, and other ideas about academic integrity in general. Using content analysis, we categorized these open-ended replies into similar threads. Five general recommendation groupings were extracted: policy and procedures, compliance and commitment, resources, plagiarism detection software, and other. The proposed presentation will focus on two sets of recommendations: policy and procedures and plagiarism detection software. We believe that our work meets the criteria for the call for papers because we are learning from our faculty, tutors and students and are interested in sharing their insights. Although we conducted the study pre-COVID-19, we think the recommendations apply now as much as they did then, and will continue to be useful into the future.

Academic Integrity Issues in Decided Cases in Malaysia

A good writing has a reciprocal relationship with the researcher’s discipline in accomplishing a research, analysing, elaborating, and presenting a prestigious publication coupled with a crystal-clear motive in producing an article journal. Discussing on the underlying principles in writing ethics, a researcher or an author observes a strict rule of academic integrity as well as research ethics in the era of information with divergent technology advances. Principles of academic integrity such as honesty, trust, transparency, and sincerity are the backbone in research writing. With regard to research ethics, etiquette such as permission to conduct research, confidentiality of data and compliance with the rules that have been given and agreed to seems to fulfil the moral values and Islamic values. The discussion of this article took an in-depth study with regard to the principles upheld by a researcher and author through library research including cases that have been decided in Malaysian court. The findings indicated that the components outlined in the principles of academic integrity and research ethics are appropriate in fulfilling the philosophy of Islamic values in producing a high-quality publication that gave rise to an intellectual property right on impactful published ideas.

Desperate Times, Cheating Measures: The Uptick of Online Cheating during the Global Pandemic

This position paper examines the uptick in online cheating. Academic integrity issues were a major problem before the pandemic, but the panic of COVID-19 contributes to students' sense of panic. Such pandemic only motivates many to cheat.