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Journal articles on the topic 'Teaching research integrity'
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Selan, Jurij, Bert Theunissen, and Mariëtte Van den Hoven. "Editorial: Teaching Research Integrity." Center for Educational Policy Studies Journal 13, no. 3 (2023): 7–10. http://dx.doi.org/10.26529/cepsj.1759.
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Sponholz, Gerlinde. "Teaching scientific integrity and research ethics." Forensic Science International 113, no. 1-3 (2000): 511–14. http://dx.doi.org/10.1016/s0379-0738(00)00267-x.
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Dagarin Fojkar, Mateja, and Sanja Berčnik. "Academic Writing in Teaching Research Integrity." Center for Educational Policy Studies Journal 13, no. 3 (2023): 129–54. http://dx.doi.org/10.26529/cepsj.1602.
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The primary aim of this paper is to present the key elements that characterise online course design, addressing the process of designing, implementing, and evaluating an online course for Bachelor’s degree students that focuses on developing their academic writing skills. These skills are essential for university students as they provide the knowledge necessary to express themselves effectively, analyse texts, think critically, cite correctly, and avoid plagiarism. Academic writing is also the foundation for responsible research practice. The Research Integrity Competency Profile Model, which includes four main areas, namely values and principles, research practice, publication and dissemination, and violations, was createdprior to the design of the course and the skills students need to acquire at the Bachelor’s level for successful academic writing were identified. A small private online course was carefully designed in 2020. It consisted of a variety of assignments, including interactive elements such as quizzes, videos, and work in international interdisciplinary groups. The participants of the course were 36 students from Slovenia, the Netherlands, and the Czech Republic. The course lasted four weeks and covered topics such as literature analysis, writing a research paper, avoiding plagiarism, paraphrasing, and citation styles, among others. The course was launched in 2021 for two consecutive instances. The participating students evaluated the course positively, describing the assignments as motivating, useful, and well-structured. However, they concluded that they need more practice in this area, and we suggest that a university course be established to provide all students with the necessary academic writing skills.
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Goddiksen, Mads Paludan, and Mickey Gjerris. "Teaching phronesis in a research integrity course." FACETS 7 (January 1, 2022): 139–52. http://dx.doi.org/10.1139/facets-2021-0064.
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More and more research institutions are implementing courses in research integrity (RI). Recent studies indicate that teachers of RI courses are increasingly adopting a “phronetic” approach to their teaching, where the focus is on nurturing values and practical wisdom—what Aristotle called phronesis. When adopting a phronetic approach, it is important to understand what phronesis in relation to RI entails and how and to what extent an RI course can contribute to the development of research phronesis. This paper contains a practice-based discussion of the realistic aims of RI courses and a first step towards a specification of the skill set necessary for developing research phronesis drawing on experiences from the PhD courses on Responsible Conduct of Research at the University of Copenhagen. We discuss the limited extent to which research phronesis can be taught in short courses and examine the broader implications of this for the role of RI courses in the training of good researchers.
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Turrens, Julio F. "Teaching Research Integrity and Bioethics to Science Undergraduates." Cell Biology Education 4, no. 4 (2005): 330–34. http://dx.doi.org/10.1187/cbe.05-03-0068.
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Undergraduate students in the Department of Biomedical Sciences at the University of South Alabama, Mobile, are required to take a course entitled“ Issues in Biomedical Sciences,” designed to increase students' awareness about bioethical questions and issues concerning research integrity. This paper describes the main features of this course and summarizes the results of a survey designed to evaluate the students' perceptions about the course. A summary of this study was presented at the 2002 Conference on Research Integrity in Potomac, MD, sponsored by the Office of Research Integrity of the National Institutes of Health.
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Selan, Jurij, and Mira Metljak. "Developing and Validating the Competency Profile for Teaching and Learning Research Integrity." Center for Educational Policy Studies Journal 13, no. 3 (2023): 33–74. http://dx.doi.org/10.26529/cepsj.1618.
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Since research integrity is not external to research but an integral part of it, it should be integrated into research training. However, several hindrances regarding contemporary research integrity education exist. To address them, we have developed a competency profile for teaching and learning research integrity based on four assumptions: 1) to include all levels of study (BA, MA, and PhD); 2) to integrate research integrity into research education itself; 3) to address research integrity issues in context-specific practices; and 4) to pay particular attention to the ‘grey zone’ or questionable research practices. To assess the validity of the content of the competency profile and to determine if some adjustments to the profile are needed, we translated the competencies of the profile into items of a measurement instrument (a questionnaire) and conducted a survey amongst University of Ljubljana students that allowed us to 1) obtain information about students’ attitudes toward issues of integrity in research; 2) analyse differences in these attitudes among BA, MA, and PhD students; and 3) statistically validate the competency profile and suggest possible improvements. The results showed that 1) students are highly aware of research integrity issues, as scores were high on all items assessed. However, there were some deviations to lower scores, especially in relation to questionable research practises, confirming our assumption that the ‘grey zone’ issues are those that should be particularly addressed and given special attention in contemporary research integrity education. 2) The differences in the attitudes of BA, MA, and PhD students showed that higher-level students showed significantly more awareness of integrity issues than lower-level students did, suggesting that research integrity issues should be given special attention at the BA study level. 3) The measurement characteristics showed that the reliability of the questionnaire was very high, suggesting a good overall structure of the competency profile. The principal component analysis also confirmed the four-field structure of the Competency profile (Values and Principles, Research Practise, Publication and Dissemination, and Violations). However, the analysis also showed that the substructure of the four main areas of the profile did not fully match the results of the factor analysis, suggesting that the distribution of competencies in the competency profile could be reconsidered, especially in the area of Research Practice. The most recent developments in the field of research integrity also suggest that the competency profile should be updated with issues regarding the impact of artificial intelligence on research integrity.
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Wester, Kelly L. "Teaching Research Integrity in the Field of Counseling." Counselor Education and Supervision 46, no. 3 (2007): 199–211. http://dx.doi.org/10.1002/j.1556-6978.2007.tb00025.x.
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Almeida, Maria Strecht, and Maria Rosário Almeida. "On Research Integrity within Science Training." Journal of Academic Writing 15, S1 (2025): 1–6. https://doi.org/10.18552/joaw.v15is1.988.
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Here we report a teaching practice exploring integrity issues related to the use of images in scientific and/or academic writing or, more broadly, in communication. The practice is intended to raise students’ awareness of the need of complying with research integrity principles/norms. It is targeted at undergraduate students in the molecular biosciences, more specifically, to students enrolled in a First Degree in Biochemistry course. It has been implemented in the context of a course unit in which the students perform laboratory work – within a small project – usually originating data that is reported as graphs or as pictures in their laboratory reports. These visual representations are also normally used in articles published in scientific peer-reviewed journals. We implemented a group assignment based on the analysis of guidelines of different journals regarding the preparation of figures, including acceptable image processing and manipulation, as well as on the application of these guidelines on both written and oral reports. We could observe that the students performed the proposed activity with commitment and interest in the aspects explored. Moreover, the exercise improved their critical thinking ability as demonstrated through in-class discussions. In the present work, we discuss challenges of including illustrations in scientific texts in view of science teaching.
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Kalinowska-Sinkowska, Katarzyna, Agnieszka Koterwas, and Agnieszka Dwojak-Matras. "The Perception of Research Integrity and Ethical Training in the Academic Community." EDUKACJA 2020, no. 1 (2021): 42–53. http://dx.doi.org/10.24131/3724.200103.
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The article presents academics’ perceptions on research integrity and teaching integrity and ethics. The empirical basis of the article is a qualitative analysis of data based on open questions from two online surveys conducted among scientists, academic teachers and students. We point out two ways of defining scientific integrity: (1) as a common challenge for the academic community arising from the relationship between science and society; (2) as an individual choice and one’s capital in achieving scientific success. We describe the respondents’ views on the process of teaching integrity and ethics, rooted in a values-based approach to integrity. In this approach, teaching is open to the use of dialogical methods and takes into account the relative nature of the subjects being taught – research integrity and ethics. In our analyses, we focus on a positive approach to research integrity and show that it has great potential to raise the awareness of the scientific community about the principal values in science.
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Shephard, Kerry, Tiffany Trotman, Mary Furnari, and Erika Löfström. "Teaching research integrity in higher education: policy and strategy." Journal of Higher Education Policy and Management 37, no. 6 (2015): 615–32. http://dx.doi.org/10.1080/1360080x.2015.1102823.
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Sachs, G. A., and M. Siegler. "Teaching scientific integrity and the responsible conduct of research." Academic Medicine 68, no. 12 (1993): 871–5. http://dx.doi.org/10.1097/00001888-199312000-00001.
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He, Xiaoxiao, and Che He. "Research on English School-personalized Curriculum Integrating into Guizhou Intangible Heritage and Integrity Culture." Region - Educational Research and Reviews 6, no. 12 (2024): 79. https://doi.org/10.32629/rerr.v6i12.3003.
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The study focuses on integrating Guizhou Intangible heritage and integrity culture into English school- personalized curriculum. It elaborates on the basic connotations and introduces the research process, methods, and content design. Course objectives are set to cultivate cross-cultural communication ability and enhance integrity awareness. Representative intangible cultural heritage cases are selected and related English teaching activities designed. Multiple teaching methods like situational, task-based, and multi-media assisted teaching are explored, and strategies implemented for effective transmission of intangible cultural heritage and integrity value. The curriculum's implementation effect is evaluated in terms of students' learning results, teachers' feedback, and its role in promoting local intangible cultural inheritance and integrity culture. The results show that the course generally achieved goals of enhancing English proficiency, disseminating intangible cultural knowledge, inputting integrity values, and boosting overall abilities, providing references for future teaching methods and curriculum design in middle schools.
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Häberlein, Lisa, and Oliver Claas. "Dataset: Feedback on the Path2Integrity learning cards for research integrity." Research Ideas and Outcomes 6 (September 10, 2020): e58434. https://doi.org/10.3897/rio.6.e58434.
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This dataset lists feedback given by participants and educators of lessons based on the Path2Integrity learning cards for research integrity. The feedback recorded both positive and negative teaching experiences, what worked well and which difficulties the educators encountered. It is deemed relevant for the further improvement of the learning cards.
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Masduki, Ahmad, and Rochimah Heni. "Improving teaching effectiveness through transformational leadership and integrity." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1316–24. https://doi.org/10.11591/ijere.v10i4.21801.
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The study aimed to determine the impact of transformational leadership and integrity on the performance of a company. The research sample was 123 lecturers at As-Syafi’iyah Islamic University, Indonesia. The analysis model of this study was a path analysis. Observation and questionnaires were used to obtain the research data. Teaching effectiveness measures how well educators' instruction aligns with learning objectives and provides the best possible outcomes for students who are taking the course. Hypothesis testing was performed using the t-test. The SPSS software version 25 was applied in statistical calculations. The results showed that transformational leadership and integrity have direct and positive impact on the teaching effectiveness. Transformational leadership has a direct and positive impact on the integrity. It is suggested to implement the better transformational leadership to achieve the better the teaching effectiveness.
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Koterwas, Agnieszka, Agnieszka Dwojak-Matras, and Katarzyna Kalinowska. "Dialogical teaching of research integrity: an overview of selected methods." FACETS 6 (January 1, 2021): 2138–54. http://dx.doi.org/10.1139/facets-2021-0045.
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This communication discusses the dialogical methods of teaching research integrity and ethics as a part of the positive integrity trend focused on supporting ethical behaviour. The aim of this paper is to offer a brief overview of the selected dialogical strategies based on cases that can be successfully implemented in teaching ethical research and when sharing experiences on good scientific practice. We describe such methods as: storytelling, rotatory role playing, and the fishbowl debate, along with the “Dilemma Game” tool, “ConscienceApp” performance, and a flipped classroom idea. These theoretical considerations are based on research conducted as part of a European project under the Horizon 2020 programme.
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Dai, Zhizhen, and Hong Yun. "Application Research on the English Writing Based on Unit Integrity Teaching Pedagogy in Junior High School." Journal of Education and Educational Research 2, no. 3 (2023): 96–99. http://dx.doi.org/10.54097/jeer.v2i3.7740.
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This study aims to explore ways to improve the writing ability of junior high school English learners guided by the Unit Integrity Teaching method. This article will take Go for it! (Grade 7) Unit 5 Why do you like pandas? for example to show an overall teaching design from the perspective of the Unit Integrity Teaching. The overall teaching design of the unit starts from the interpretation of teaching materials, analysis of learning situation, target positioning and teaching activity design, so as to found ways to improve students' writing level and develop students' core competences.
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Qu, Jinshuai. "Research on the Risk Prevention and Control of Integrity in Universities Facing the Modernization of Governance." Asia Social Science Academy 8, no. 1 (2022): 105–26. http://dx.doi.org/10.51600/jass.2022.8.1.105.
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Under the background of reform and opening-up, along with the further expansion of our country's college-running mode and school-running process, the powers of most colleges and universities in enrollment and employment, infrastructure improvement, financial management, etc. are too concentrated and their powers are too enlarged. Although this change has effectively improved the teaching quality and teaching ability of domestic universities in a certain sense, in the process of gradual expansion and deepening of power, due to the lack of effective supervision and risk prevention and control, there has been a general phenomenon of power alienation, and corruption cases in universities have remained high and even intensified. By studying the coupling mechanism between governance theory and risk prevention and control of university's integrity, this paper deeply analyzes the present situation and shortcomings of risk prevention and control of university's integrity under the background of governance modernization, and then, combined with the localization practice of risk prevention and control of university's integrity, provides feasible suggestions for risk prevention and control of university's integrity in the fields of governance mechanism, governance network and governance environment.
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Liu, Yuan. "Research on the Integration of Ideological and Political Elements in the Course “Database Technology and Application”." E3S Web of Conferences 245 (2021): 03038. http://dx.doi.org/10.1051/e3sconf/202124503038.
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In the course of curriculum ideological and political integrated teaching concept design process, the main basis is “Living morality and fostering people”, which has a positive role in promoting the development of Chinese higher education. To this end, relevant staff should integrate ideological politics and daily course teaching. This article summarizes the curriculum teaching objectives and curriculum ideological and political objectives based on previous work experience. The author discusses the integration of ideological and political elements in the course “Database Technology and Application” from seven aspects. They including top-level design and planning, revision of curriculum syllabus, reform practice and promotion, “database security maintenance” teaching ideology and politics, “database integrity” teaching ideology and politics, ideological and political improvement of teacher construction, and ideological and political realization of teaching process.
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Liu, Ying. "Research on the Integration of Integrity Construction and University Education System." International Education Forum 2, no. 6 (2024): 96–102. http://dx.doi.org/10.26689/ief.v2i6.7695.
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Integrity construction holds significant importance within the university education system, impacting not only the management and teaching quality of universities but also social fairness, justice, and the cultivation of an integrity-oriented atmosphere. This paper aims to explore the pathways for integrating integrity construction with the university education system by analyzing the current state of integrity initiatives in universities both domestically and internationally, revealing existing problems and challenges in advancing integrity construction, and proposing corresponding solutions. Through systematic theoretical analysis and practical exploration, this study offers new insights and concrete operational plans for the advancement of integrity construction in universities.
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Pangaribuan, Tumewa, Sri Indriani Harianja, Intan Nurjannah, Fitri Rahayani, and Adhwa Nurhaliza. "Membangun Integritas dalam Profesi Pendidik: Etika, Tanggung Jawab, dan Akuntabilitas." Jurnal Ilmiah Universitas Batanghari Jambi 25, no. 1 (2025): 583. https://doi.org/10.33087/jiubj.v25i1.5308.
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The aim of this research is to explore the role of integrity in the teaching profession and its impact on the quality of education. This research uses the literature study method. The literature study was carried out by conducting a comprehensive and systematic search through academic databases such as PubMed, Google Scholar, and educational journal databases to identify literature that is relevant to integrity in the teaching profession. Keywords used include "educator integrity", "educational ethics", "educational quality", and the like. The research results show that the integrity of educators plays a crucial role in shaping the overall quality of education. Teachers who maintain their integrity create trust and credibility among students, parents, and colleagues, facilitate positive learning, and encourage student character and moral development. Integrity also helps maintain high standards of professionalism in the teaching profession and overcome injustice and discrimination in education.
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Goulart, Bárbara Niegia Garcia de, Sandra Levey, and Rafaela Soares Rech. "The role of ethics and research integrity in the training of health professionals and in the development of human research." Revista CEFAC 20, no. 5 (2018): 561–64. http://dx.doi.org/10.1590/1982-0216201820513518.
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ABSTRACT This paper presents a review of issues concerning research integrity and ethics. The components of research integrity and ethical behavior are critical for education in institutions. These aspects are essential when engaging in research and for the identification of these elements in research papers. This knowledge will contribute to successful and evidence-based approaches when individuals are working with patients, teaching, or engaging in research.
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Haswani, Fahri Haswani, Ariyatna Ariyatna, and Rika Rika. "Integrity: A Cornerstone in Teaching English to Indonesian University Students." REGISTER: Journal of English Language Teaching of FBS-Unimed 13, no. 3 (2024): 8–19. https://doi.org/10.24114/reg.v13i3.63011.
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This research investigates the pivotal role of integrity in the English language teaching (ELT) context of Indonesian universities. It explores the concept of integrity within the classroom, its impact on student learning, and the strategies employed by teachers to cultivate integrity among students. By examining the correlation between teacher integrity and student outcomes, this study aims to underscore the significance of ethical conduct in fostering a conducive learning environment. Findings from this research are expected to provide valuable insights for educators, policymakers, and curriculum developers in enhancing the quality of English language education in Indonesia
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Berg, Ina, and Julia Prieß-Buchheit. "Dataset: Feedback on the Path2Integrity learning cards for research integrity (2020)." Research Ideas and Outcomes 7 (November 18, 2021): e78118. https://doi.org/10.3897/rio.7.e78118.
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This dataset is drawn from feedback given by participants, lecturers, and experts on the Path2Integrity learning cards programme for research integrity in 2020. Positive as well as negative feedback is presented, thus recording what went well, what did not, and what must be improved. The data collected is viewed as crucial for the further development of tools for teaching and learning research integrity, in particular Path2Integrity's learning cards.
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Ahmad, Masduki, and Heni Rochimah. "Improving teaching effectiveness through transformational leadership and integrity." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1316. http://dx.doi.org/10.11591/ijere.v10i4.21801.
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The study aimed to determine the impact of transformational leadership and integrity on the performance of a company. The research sample was 123 lecturers at As-Syafi’iyah Islamic University, Indonesia. The analysis model of this study was a path analysis. Observation and questionnaires were used to obtain the research data. Teaching effectiveness measures how well educators' instruction aligns with learning objectives and provides the best possible outcomes for students who are taking the course. Hypothesis testing was performed using the t-test. The SPSS software version 25 was applied in statistical calculations. The results showed that transformational leadership and integrity have direct and positive impact on the teaching effectiveness. Transformational leadership has a direct and positive impact on the integrity. It is suggested to implement the better transformational leadership to achieve the better the teaching effectiveness.
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McCrohon, Mark, and Berenice Nyland. "Academic experiences in teaching Chinese international students." Journal of Applied Research in Higher Education 8, no. 2 (2016): 238–51. http://dx.doi.org/10.1108/jarhe-11-2014-0106.
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Purpose – The purpose of this paper is to investigate on the factors, which influence the academic perspectives and integrity of the Chinese international students (CISs) perspectives of academic integrity. The paper reports on the views and experiences of academicians interviewed as part of the study. Design/methodology/approach – The study used a trans-disciplinary conceptual framework based on grounded and positioning theory to interpret qualitative data derived from in-depth interviews and research literature. In line with this constructivist approach, a version of Auditable Systematised Qualitative Analysis was a tool used to conceptualise the participant’s ideas about academic integrity. Findings – Analysis of the gathered data from interviews with lecturers suggests that representing a line of discourse expressed by the institution was in many, but not all cases, difficult for these lecturers. Practical implications – This research has the potential to contribute to administrator, educator and policy makers in their understanding of CIS perspectives, international student experiences in host institutions and local academic experiences, perceptions and attitudes. Originality/value – This is a primary research paper designed to explore academic perspectives of academic integrity in working with international students. The complexities and changing nature of understanding of the international student context gives the research value.
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SAUNDERS, LESLEY. "Teachers' Engagement in and with Research: supporting integrity and creativity in teaching." FORUM 48, no. 2 (2006): 131. http://dx.doi.org/10.2304/forum.2006.48.2.131.
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Islam, Mirajul, Md Mahadhi Hasan, and Rashed Mahmud. "EFL TEACHERS' PERCEPTIONS OF AI'S IMPACT ON ACADEMIC INTEGRITY AND PEDAGOGY IN BANGLADESHI UNIVERSITIES." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 8, no. 2 (2024): 564–79. https://doi.org/10.30743/ll.v8i2.10082.
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The objectives of the research are to identify Bangladeshi EFL teachers’ perceptions regarding the role of AI in language teaching in the way it affects academic integrity, the pedagogical issues, and how these can affect the efficacy of the existing institutional policies in English teaching profession. This study used a descriptive quantitative research design, which is based on an online questionnaire survey with 115 EFL teachers teaching in 22 private universities in Bangladesh. The results found that 69.6% of teachers were concerned about the ethical implications of AI, most prominently 69.6% about the alignment with academic dishonesty. In addition, 65.2% of the teachers revealed challenges in merging AI into class pedagogy, with the foremost reason being a lack of institutional support and training provision to integrate the lessons into class lessons. Indicatively, 74.8% of respondents stated that current institutional policies do not enable dealing with the challenges posed by AI in education. The study recommends the immediate requirements for extensive AI-related training programs, institutional regulations, and instruments to attain academic integrity in EFL classrooms. This research builds on and adds to the growing literature on AI in education while capturing the Bangladeshi EFL context. Future research can be conducted on the threats of AI-integration in EFL teaching and learning.
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Denisova-Schmidt, Elena, Zhaoheng Xu, and Qi Wang. "TEACHING ACADEMIC INTEGRITY IN CHINA: A NEW UNIVERSITY CURRICULUM." Journal of Sociology: Bulletin of Yerevan University 15, no. 2 (40) (2024): 8–14. https://doi.org/10.46991/bysu.f/2024.15.2.08.
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This paper highlights the global issue of academic integrity, particularly in Chinese higher education institutions (HEIs). While policies and classes on integrity exist, comprehensive training opportunities are lacking. To address this, seminars targeting graduate students at one high-level research university in Shanghai have been initiated, aiming to foster competencies for international collaboration and ethical awareness. In the first seminar, various misconduct cases were discussed, including cheating on coursework, exam impersonation, and academic falsification in the Chinese higher education context. Reflecting on the issues and implications this seminar raised, this paper advocates for continued effort towards developing academic integrity training at Chinese HEIs, which would ultimately contribute to enhancing a culture of integrity in Chinese higher education.
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Parawansah, Rosa Indah, and Imam Mukhlis. "Research Ethics in Publication." Business and Investment Review 1, no. 6 (2023): 124–31. http://dx.doi.org/10.61292/birev.v1i6.67.
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Moral teaching is the teaching of human good based on the dignity of each person as a human being, and ethics is a branch of philosophy that critically considers which actions are good or bad based on certain moral teachings. On the other hand, research is a series of processes to answer research questions. To determine the readiness of researchers to answer research questions in a sensible and understandable way, research design is crucial. However, publication is the final stage of research, where research results are written and communicated to the public. It has become a very valuable thing for researchers to understand their contribution in particular research. Research methodology, research process, and publication are the three main components of research ethics. Ethics related to research methodologies can include such things as the confidentiality of respondents' data, their desires and expectations to participate in research, and close relationships between researchers and respondents. Ethics relating to research processes also includes issues such as data falsification, fabrication, scientific freedom, integrity and transparency. However, problems related to the publication of research findings may include plagiarism and many submissions.
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Logan, D. Naidoo, and B. Naidoo Bhagavati. "Reflecting Upon Ethical Imperatives for Scholarly Research and The Case of a South African University." Journal of Research in Business, Economics and Management 9, no. 4 (2017): 1732–40. https://doi.org/10.5281/zenodo.3956285.
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A university’s reputation is built on the quality of its research and teaching output. Often a university with an established track record on research and teaching output can more easily access external funding and further improve on its ranking and standing amongst peers. This enables it to attract and retain better quality students, academics and researchers. Ideally, these staff and students in turn increase the quality of its research and thus a virtuous circle is created. Therefore, it is understandable that universities in South Africa, as in most parts of the world, are constantly scrambling to increase their research output and enhance their research quality. However, whenever issues of compromised academic integrity and unethical research practices arise, university management has often been unable to deal adequately with these issues. This article concurs with the emerging argument among research scholars that it is insufficient to focus on ethical policies and guidelines without considering the culture of the institution. It argues that the ethical researcher needs to be supported by a dominant culture of academic integrity. The article then uses the case of South African university to illustrate this argument.
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Ebbeck, Marjory, and Sharon Russo. "Internationalisation: Some Implications for Teaching Early Childhood Research." Australasian Journal of Early Childhood 32, no. 2 (2007): 8–14. http://dx.doi.org/10.1177/183693910703200203.
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STRATEGIES FOR BECOMING GLOBAL in orientation are now embedded in the policies and practices of most universities in Australia. Such policies, if implemented effectively, contribute to the university's international profile. With this thrust come the implementation of so-called ‘transnational’ programs—that is, the offering of a university program in another country tailored to meet the cultural needs of a specific group of students yet maintain the integrity and content offered on campus. This paper discusses some of the challenges in assisting early childhood students undertaking a BEd in early childhood education in Singapore. Specifically, the focus of undertaking research is examined, including the topics selected, research paradigms that frame the research and the cultural sensitivity needed in such a context.
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Chen, Wenwen. "Research on Probity Culture into Practical Teaching of Ideological and Political Theory Course in Colleges and Universities." Journal of Education and Educational Research 9, no. 1 (2024): 5–8. http://dx.doi.org/10.54097/se3zmq34.
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The integrity literacy of young college students is related to their future development, and the integration of the culture of integrity into the practical teaching of ideological and political theory courses helps to give full play to the function of educating people, and promotes the realization of the fundamental task of establishing morality and educating people. Based on the status quo of the practical teaching of ideological and political theory courses in colleges and universities, this paper puts forward suggestions on the implementation path from the aspects of practical teaching content and methods, realizes the isomorphism between clean and honest construction and ideological and political education, and improves the quality of talent cultivation while passing on the clean and honest culture to promote the construction of clean and honest.
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Häberlein, Lisa, Paula-Manuela Cengiz, Iliyana Demirova, et al. "Validation of the mapping of innovative methods and research integrity curricula." Research Ideas and Outcomes 5 (December 30, 2019): e49755. https://doi.org/10.3897/rio.5.e49755.
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This document is an up-to-date map on curricula in which research integrity (RI) or research ethics (RE) is currently included. It contains a collection of curricula in which RI/RE or associated fields are mentioned from the Path2Integrity partner countries Bulgaria, Denmark, Germany, Poland and Spain. Moving forward, the Path2Integrity training programme for educators will develop research integrity courses for trainers using this map as a reference. In this way, the project aims to support educators in closing possible gaps. At a broader level, Path2Integrity is involved in discourse with various stakeholders to establish a board of educational policymakers and stakeholders comprised of members from at least eight different countries to foster RI and parts of RI in European curricula.
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Ball, Richard, and Norm Medeiros. "Teaching Integrity in Empirical Research: A Protocol for Documenting Data Management and Analysis." Journal of Economic Education 43, no. 2 (2012): 182–89. http://dx.doi.org/10.1080/00220485.2012.659647.
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Brits, Desiré M., Brendon K. Billings, Beverley Kramer, and Erin F. Hutchinson. "The altered profile of a donated cadaver population: challenges for teaching and research?" European Journal of Anatomy 24, no. 6 (2020): 475–83. http://dx.doi.org/10.52083/rxro1732.
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Efforts by anatomists over the recent past, have converted the cadaver population in a South Afri-can institution from a predominantly unclaimed population into one purely derived from donors. Concurrent with this transformation were noticea-ble changes in cadaver demographics, which raised concerns for aspects of teaching and re-search. The aim of this study was therefore to ex-plore the effects of donation on the demographics and anatomical integrity of the Schools 2017 ca-daver population. The provenance, ancestry, sex and age of 74 cadavers were investigated. Dis-sected cadavers were studied to ascertain the general condition of their anatomy. Variations in tissue integrity, morphology and overt pathologies were surveyed. Cadavers represented only one population group with slightly more females (54%). The majority of the cohort (62%) was aged be-tween 71 and 90 years. With regards to anatomical integrity, 60% of the cadavers presented with ad-hering fascia, but no significant differences in the quantity of fat were found across the sample. High levels of muscle tearing and atrophy (76%) oc-curred and variations in visceral anatomy were noted. Various surgical interventions and overt pathologies were also observed. The donated ca-daver population differed from previous unclaimed cadaver populations in that they consisted of only White, older individuals. Variations, surgical inter-ventions and pathologies offer staff in anatomy an opportunity to engage with more clinically-oriented teaching, as well as introducing students to the discipline of gerontology.
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Brits, Desiré M., Brendon K. Billings, Beverley Kramer, and Erin F. Hutchinson. "The altered profile of a donated cadaver population: challenges for teaching and research?" European Journal of Anatomy 24, no. 6 (2020): 475–83. http://dx.doi.org/10.52083/rxro1732.
Full textAbstract:
Efforts by anatomists over the recent past, have converted the cadaver population in a South Afri-can institution from a predominantly unclaimed population into one purely derived from donors. Concurrent with this transformation were noticea-ble changes in cadaver demographics, which raised concerns for aspects of teaching and re-search. The aim of this study was therefore to ex-plore the effects of donation on the demographics and anatomical integrity of the Schools 2017 ca-daver population. The provenance, ancestry, sex and age of 74 cadavers were investigated. Dis-sected cadavers were studied to ascertain the general condition of their anatomy. Variations in tissue integrity, morphology and overt pathologies were surveyed. Cadavers represented only one population group with slightly more females (54%). The majority of the cohort (62%) was aged be-tween 71 and 90 years. With regards to anatomical integrity, 60% of the cadavers presented with ad-hering fascia, but no significant differences in the quantity of fat were found across the sample. High levels of muscle tearing and atrophy (76%) oc-curred and variations in visceral anatomy were noted. Various surgical interventions and overt pathologies were also observed. The donated ca-daver population differed from previous unclaimed cadaver populations in that they consisted of only White, older individuals. Variations, surgical inter-ventions and pathologies offer staff in anatomy an opportunity to engage with more clinically-oriented teaching, as well as introducing students to the discipline of gerontology.
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Siramba, Febriyanti. "URGENSI INTEGRITAS GURU PAK DALAM MENJALANKAN TUGAS DAN TANGGUNG JAWAB DI SEKOLAH." MAWAR SARON: Jurnal Pendidikan Kristen dan Gereja 8, no. 1 (2025): 22–38. https://doi.org/10.62240/msj.v8i1.91.
Full textAbstract:
An educational institution is a place where an educational process takes place. Schools are one part of educational institutions that take a role in achieving the success of educational goals. The role of teachers is one of the important components in achieving the goal of educational success with their duties and responsibilities in carrying out teaching, educating, and guiding student activities. Teachers have great duties and responsibilities. Therefore, it is very necessary for the integrity of teachers in teaching, educating, and guiding students. The purpose of this research is: to determine the urgency of the integrity of PAK teachers in carrying out their duties and responsibilities in schools. By using qualitative research methods of literature study. The conclusion is that the integrity of PAK teachers is needed in their duties and responsibilities in teaching, educating, and guiding students.
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Bartlett, Andrew, Carl R. Schneider, Jonathan Penm, and Ardalan Mirzaei. "Use of Visual Dashboards to Enhance Pharmacy Teaching." Pharmacy 9, no. 2 (2021): 93. http://dx.doi.org/10.3390/pharmacy9020093.
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Teaching large cohorts of pharmacy students with a team of multiple tutors in a feedback intensive course poses challenges in relation the amount of data generated, data integrity, interpretation of the data and importantly application of the insights gained from the data. The dispensing and counselling course in the third year BPharm at the University of Sydney has implemented the USyd Pharmacy Dashboard, developed to address these challenges following the Technological Pedagogical Content Knowledge Framework (TPACK) to integrate technology into teaching. The dashboard was designed to improve the student experience through more consistent feedback, gain insights to improve teaching delivery and provide efficiencies in maintaining data integrity. The tool has been developed using an action-based research approach whereby ideas are put into practice as the means to further develop the idea and improve practice. Refinement of the USyd Pharmacy Dashboard over three years has shown improvements in teaching delivery as teachers can respond to emerging trends. Student performance and satisfaction scores have increased, mainly due to improved consistency between tutors and improved delivery of feedback. Time involved with administrative tasks such as data maintenance is reduced. Opportunities for further refinements such as real time benchmarking and developing an open learner model have become apparent.
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Stelios, Spyridon, and Alexandros Christodoulou. "Teaching Professional Integrity: An Empirical Study on Engineering Students." International Journal of Engineering Pedagogy (iJEP) 10, no. 3 (2020): 98. http://dx.doi.org/10.3991/ijep.v10i3.12013.
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In higher education there seems to be a ‘gap’ between the levels of undergraduate student expectation of being confronted by ethical issues in engineering work, and the amount of effective ethics education. Within this context, the purpose of this empirical research is to investigate engineering students’ views on two issues: a) How vital professional ethics are in their field, and b) whether they believe that professional ethics must be a part of the syllabus in their School. Findings indicate that teachers should make special reference to and strongly emphasize in class the value of an engineer's ethical responsibility. Furthermore, they need to spend a number of teaching hours on tackling problems in professional ethics as well as organize conferences, workshops, lectures and discussions, where the main speakers would be experienced engineers and academics. This way the technical and technological education incorporates more the responsibility of building professional integrity that can guarantee the much needed social goods of progress and prosperity, along with safety.
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Cliplef, Lynn, Valerie McInnes, Caitlin Munn, and Scout Rexe. "Championing academic integrity in academic development." Canadian Perspectives on Academic Integrity 4, no. 1 (2021): 142. http://dx.doi.org/10.55016/ojs/cpai.v4i1.72852.
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Curtis et al. (2021) propose that educators with practical, theoretical, and research experience in academic integrity (AI) are well-suited to deliver workshops on the subject. These workshops promote shared understandings amongst attendees, and provide a platform to discuss concerns, devise solutions, and relieve anxieties. Finally, these workshops are most effective when they are a part of themed academic development activities. Assiniboine Community College’s (ACC) Centre for Learning and Innovation (CLI) supports program development and renewal, course and instructional design, teaching strategies, Moodle (Learning Management System), and educational technology. Working with the College’s Academic Integrity and Copyright Officer, CLI has contextualized academic integrity within existing academic development activities, such as a workshops, job aids, and one-on-one sessions. This situates academic integrity as central to our work, rather than an add-on topic. Join ACC’s Centre for Learning and Innovation team members for an overview of where and how we have embedded academic integrity into our offerings, work, and quality standards. Participants will leave this session with practical examples of how teaching and learning centres can be champions for academic integrity.
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ALIEKSIEIEVA, S. "RESEARCH METHODOLOGY AND ACADEMIC INTEGRITY: CHALLENGES IN THE CONTEXT OF DIGITALISATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 34 (December 18, 2024): 5–8. https://doi.org/10.33989/2075-146x.2024.34.317624.
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The article deals with the problem of research methodology and academic integrity in the context of digitalisation. It is proved that the methodology determines the ways of acquiring scientific knowledge, ensures the comprehensiveness of information, clarification, enrichment, systematisation of terms and concepts, and creates a system of scientific information. An increase in the percentage of students who regularly use cheating and incorrect borrowing in the context of digitalisation has been established. The main factors that influence the manifestations of academic dishonesty among students are identified, in particular: a new learning environment (online learning); lack of systematic work on the formation of academic culture; low level of independent work skills of students in the new conditions. It is stated that academic integrity involves adherence to high standards of intellectual honesty and moral transparency in all aspects of academic activity, such as teaching, research, publications, etc. The author specifies the main aspects of academic integrity, including: truthfulness and intellectual honesty; avoidance of plagiarism; copyright compliance; independence and objectivity; ethical copyright assignment. The experience of foreign countries (Poland, France, Sweden) in implementing academic integrity is outlined in terms of defining their features and successful practices. The author characterises the idea of changing the attitude to academic integrity, which makes it possible to avoid academic violations in the future.
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Hysaj, Ajrina, Zeenath Reza Khan, and Mark Freeman. "Teaching Academic Writing Skills: A Narrative Literature Review of Unifying Academic Values through Academic Integrity." Journal of Academic Writing 15, S1 (2025): 1–15. https://doi.org/10.18552/joaw.v15is1.986.
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Academic integrity continues to concern educators worldwide. Furthermore, general guidelines for ensuring academic integrity do not seem to encompass all the angles that are required to be taken into consideration when exploring the factors that contribute to multicultural students’ decision to adhere to the norms and values of academic integrity. This literature review focuses on how academic values can be unified through academic integrity, and specifically explores factors and perspectives of utilising academic integrity to unify academic values when teaching academic writing. The dimensions of academic values explored in this paper are: a) beliefs and attitudes of multicultural undergraduate students and the theory of planned behaviour (TPB), b) the value of academic performance in academic writing classes, c) exploring the development of multicultural students’ authorial voice while maintaining academic integrity, and d) using technology to encourage academic integrity in academic writing classes. Over 56 identified sources were chosen carefully to ensure unbiased approaches to the issues of academic integrity and development of academic writing skills. The authors explored the issues from a variety of perspectives. The gap noticed in the review of literature is the disconnection between academic values and academic integrity. The authors make recommendations for future research.
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Briskin, Julia L., and C. K. Gunsalus. "Fostering Accountability: How Institutions Can Promote Research Integrity with Practical Tools and Knowledge." Journal of Law, Medicine & Ethics 53, no. 1 (2025): 67–73. https://doi.org/10.1017/jme.2025.40.
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AbstractResearch is a human enterprise, and for institutions to hold themselves accountable, people and structures must work in concert. Too many institutions limit their accountability to enforcing formal rules and regulations. This undermines their everyday functioning, institutional integrity, and public trust. In so doing, they fail to honor their own educational, research, and service missions. Institutional accountability for research integrity means going beyond enforcing regulations, teaching required responsible conduct of research courses, and responding to allegations of misconduct. It means recognizing and acting upon the knowledge that researchers’ interpersonal conduct is crucial for creating and sustaining productive and healthy work environments, and that work environments often dictate the norms and behaviors that create (or undermine) a strong culture of research integrity within an institution. Everyday actions of setting the tone, defining success, articulating values and expectations, and providing resources are crucial foundations of an institutional working culture that consistently values rigor, reproducibility, belonging, and integrity. Providing and normalizing engaging, relevant professional development programs is one way to be proactive about supporting all organizational members to be accountable for work cultures that buttress research integrity.
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Khatri, Bishnu Bahadur, and Parbata Devi Karki. "Artificial Intelligence (AI) in Higher Education: Growing Academic Integrity and Ethical Concerns." Nepalese Journal of Development and Rural Studies 20, no. 01 (2023): 1–7. http://dx.doi.org/10.3126/njdrs.v20i01.64134.
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Artificial intelligence (AI) is scaling rapidly in higher education globally. Considering the increasing significance of artificial intelligence in higher education (AIHEd) and the absence of a comprehensive review on it, this paper delves into the evolving landscape of artificial intelligence in higher education (AIHEd), its academic integrity and ethical concerns. The study has applied qualitative approach by using literature review as a research design and method to facilitate the aim of the study.The analysis of the paper reveals that AI has the potential to make a significant contribution to enhancing teaching and learning experiences, improving productivity and efficiency, as well as fostering inclusivity and accessibility. On the contrary, the increasing utilization of AI in higher education (AIHEd) raises the concerns about academic integrity and ethical issues, as it has the potential to lead to plagiarism, impede critical thinking, suppress creativity, and erode originality in teaching, research, and scholarship. Hence, upholding the integrity of scientific research requires a rigorous commitment to ethical and academic principles, placing human intelligence and critical thinking at the forefront of the research process. The advancement of artificial intelligence in higher education not only brings significant advantages, but also poses challenges to the fundamental principles, methodologies, standards, ethical considerations and academic integrity in both teaching and research. As a result, the primary focus should be on embracing the opportunities and benefits that arise from this advancement and effectively addressing any potential risks and challenges.
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Peters, Martine. "Best practices to Teach How to Write Creative Papers with Integrity." Canadian Perspectives on Academic Integrity 4, no. 2 (2021): 67. http://dx.doi.org/10.55016/ojs/cpai.v4i2.74223.
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With the abundance of information on the web, university students have difficulties distancing themselves from what they read to produce their own position when writing assignments. Are students taught to write creatively and with integrity while undergraduates at university? This is the research question addressed in this paper. Over three hundred Quebec professors and sessionals were asked what are the best practices they use when teaching their students to produce well written and creative assignments. Results show a wide variety of practices, from teaching informational literacy to giving students very specific guidelines and instructions. Unfortunately, there are still a good number of professors who believe that teaching how to write with integrity is not their responsibility
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Wang, Hui. "Research on Smart Classroom Teaching Based on Learning Science." Science Insights Education Frontiers 15, S1 (2023): 6. http://dx.doi.org/10.15354/sief.23.s1.ab006.
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The promulgation of the Chinese Compulsory Education Curriculum Standards (2022 Edition) has defined the new teaching pattern of core literacy orientation. The core of the smart classroom is to enable learning to take place in the classroom and nourish literacy. In the context of learning science, the design of intelligent classroom teaching problems is of great significance. Question-oriented teaching is the concrete manifestation of the smart classroom, and its significance lies in the following aspects. Firstly, it provides contextuality. Context problems, known as driving problems, will drive students’ desire to explore. Secondly, it provides a sense of meaning. Problems will make students connect with the real world, thus starting their own learning system. Thirdly, it provides integrity. Lecture-based teaching based on knowledge points often leads to the phenomenon of “seeing only the part but not the whole”. The concept-based problem will form a systematic integration of scattered knowledge. The design of smart classroom teaching problems needs to be based on learning science, in-depth analysis of learners’ characteristics and habits, comprehensive use of learning science research results, technical means and new technologies, and design reasonable teaching programs to meet learners’ needs to the maximum extent, so as to make smart classroom teaching more scientific and effective.
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Silva, Altieres de Oliveira, and dos Santos Janes Diego. "The Emergence of ChatGPT and its Implications for Education and Academic Research in the 21st Century." Review of Artificial Intelligence in Education 3 (February 14, 2022): 7. https://doi.org/10.37497/rev.artif.intell.educ.v3i00.6.
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<strong>Objective:</strong> The primary objective is to assess how ChatGPT can transform educational practices and academic research, highlighting the opportunities for personalized learning, teaching aid, and research acceleration, as well as the ethical dilemmas and integrity issues it introduces. <strong>Method:</strong> A qualitative analysis was conducted, reviewing existing literature on ChatGPT's applications in education and research, and synthesizing insights from educators, researchers, and AI experts. The study also incorporates case studies of ChatGPT's deployment in academic settings. <strong>Results:</strong> Findings suggest that ChatGPT can significantly enhance learning experiences through personalized feedback and support, enrich teaching methodologies, and streamline academic research processes. However, it also raises concerns regarding academic integrity, the authenticity of AI-generated content, and the need for new assessment frameworks. <strong>Practical Implications and Conclusions:</strong> ChatGPT holds the potential to revolutionize educational and research practices by offering new tools for engagement and efficiency. Nevertheless, to fully leverage its benefits while mitigating risks, it is imperative to establish ethical guidelines, develop sophisticated plagiarism detection tools, and foster a culture of integrity and critical thinking. The study concludes that balancing the innovative capabilities of ChatGPT with a mindful approach to its challenges is crucial for its constructive integration into academic and educational landscapes.
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Evans, Natalie, Ana Marusic, Nicole Foeger, et al. "Virtue-based ethics and integrity of research: train-the-trainer programme for upholding the principles and practices of the European Code of Conduct for Research Integrity (VIRT2UE)." Research Ideas and Outcomes 7 (June 21, 2021): e68258. https://doi.org/10.3897/rio.7.e68258.
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Background: Recognising the importance of addressing ethics and research integrity (ERI) in Europe, in 2017, the All European Academies (ALLEA) published a revised and updated European Code of Conduct for Research Integrity (ECoC). Consistent application of the ECoC by researchers across Europe will require its widespread dissemination, as well as an innovative training programme and novel tools to enable researchers to truly uphold and internalise the principles and practices listed in the Code.Aim: VIRT<sup>2</sup>UE aims to develop a sustainable train-the-trainer blended learning programme enabling contextualised ERI teaching across Europe focusing on understanding and upholding the principles and practices of the ECoC.Vision: The VIRT<sup>2</sup>UE project recognises that researchers not only need to have knowledge of the ECoC, but also to be able to truly uphold and internalise the principles underpinning the code. They need to learn how to integrate them into their everyday practice and understand how to act in concrete situations. VIRT<sup>2</sup>UE addresses this challenge by providing ERI trainers and researchers with an innovative blended (i.e. combined online and off-line approaches) learning programme that draws on a toolbox of educational resources and incorporates an e-learning course (including a YouTube channel) and face-to-face sessions designed to foster moral virtues. ERI trainers and researchers from academia and industry will have open access to online teaching material. Moreover, ERI trainers will learn how to facilitate face-to-face sessions of researchers, which focus on learning how to apply the content of the teaching material to concrete situations in daily practice.Objectives: VIRT<sup>2</sup>UE's work packages (WP) will: conduct a conceptual mapping amongst stakeholders to identify and rank the virtues which are essential for good scientific practice and their relationship to the principles and practices of the ECoC (WP1); identify and consult ERI trainers and the wider scientific community to understand existing capacity and deficiencies in ERI educational resources (WP2); develop the face-to-face component of the train-the-trainer programme which provides trainers with tools to foster researchers' virtues and promote the ECoC and iteratively develop the programme based on evaluations (WP3); produce educational materials for online learning by researchers and trainers (WP4); implement and disseminate the train-the-trainer programme across Europe, ensuring the training of sufficient trainers for each country and build capacity and consistency by focusing on underdeveloped regions and unifying fragmented efforts (WP5); and develop the online training platform and user interface, which will be instrumental in evaluation of trainers' and researchers' needs and project sustainability (WP6).Impact: The VIRT<sup>2</sup>UE training programme will promote consistent application of the ECoC across Europe. The programme will affect behaviour on the individual level of trainers and researchers – simultaneously developing an understanding of the ECoC and other ERI issues, whilst also developing scientific virtues, enabling the application of the acquired knowledge to concrete situations and complex moral dilemmas. Through a dedicated embedding strategy, the programme will also have an impact on an institutional level. The train-the-trainer approach multiplies the impact of the programme by reaching current and future European ERI trainers and, subsequently, the researchers they train.
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Marushkevych, Alla. "FORMATION OF ADEMIC INTEGRITY IN THE UNIVERSITY ENVIRONMENT." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (17) (2023): 37–40. http://dx.doi.org/10.17721/2415-369.2023.17.07.
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The article raises the issue of the need to observe academic integrity and ethics in the university environment, as this affects the formation of a system of values in young people while studying at a university. It is emphasized that this problem is one of the most pressing in higher education institutions, in particular Universities, as it relates to the educational and research activities that prevail in them. The article focuses on the new opportunities for human interaction in various spheres of society (especially in the educational and scientific spheres) due to the growing access to information and the problem of its abuse at various academic levels. It is noted that the Laws of Ukraine "On Higher Education" and "On Education" explain the meaning of the concept of "academic integrity" and define the conditions for its observance by pedagogical, scientific and pedagogical, researchers and higher education students. The author points to a number of documents which emphasize the requirements for academic integrity of research and teaching staff, scientific and pedagogical workers and higher education students. The author considers the issues of analyzing the problem of academic integrity in the research and publications of scientists, which focus on the research career of young people, counteracting academic dishonesty, its principles, moral standards, etc. The basic principles of academic integrity and types of its violations are named. The names of the documents on which the system of academic integrity at Taras Shevchenko National University of Kyiv is based are given as an example, and the levels of its provision in the HEI are indicated: the level of the educational program, the level of the department, the level of the faculty, institute, other educational or scientific unit, and the university-wide level. The requirements for academic integrity for students, research and teaching staff, researchers and teachers have been published. It is emphasized that the principles of academic integrity should become an everyday norm of corporate culture in the modern university environment. Attention is focused on the prospects for further research on the stated problem.
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Suryani, Ira, Pebrijah Nasution, Bunga Lestari, Juliana Juliana, Kesi Kesi, and Nadia Haviza Purba. "Defenisi Etika Akademik." Hukum dan Demokrasi (HD) 23, no. 2 (2023): 58–67. http://dx.doi.org/10.61234/hd.v23i2.17.
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Academic ethics refers to the rules or norms that govern ethical behavior in the academic world. Academic ethics includes values held by the academic community, such as integrity, honesty, hard work, creativity, academic freedom, and social responsibility. Academic integrity is very important in academic ethics, because it involves honest and honorable intellectual skills and research skills. Intellectual skills include the ability to generate, collect, and analyze data, while research skills include the ability to plan, carry out, and publish high-quality research. Honesty and rigor are core values of academic ethics, as they form the basis of research and teaching processes. Honesty means that academics must avoid fraud, plagiarism, and misuse of data, whereas thoroughness means that they must examine data carefully and ensure that the information they use is true and accurate. Creativity is also an important value in academic ethics, because academics are expected to produce original and innovative research and work. However, creativity must be carried out within an ethical framework and must not violate the values of integrity and honesty. Academic freedom is also an important value in academic ethics, because it guarantees that academics can work independently and produce research and works that are not influenced by political or economic interests. However, academic freedom must be balanced with social responsibility, namely that academics must be responsible for the consequences of their research and teaching on society and the world. Overall, academic ethics is very important in the academic world, because it involves norms governing ethical behavior and maintaining integrity and honesty in the process of research and teaching.
 Keywords: academic ethics, Islamic education