Synopsis
This poster presentation will demonstrate the work of the ENAI Working Group Integrity For All. It will present our basis for inclusion from the literature, insights from our member presentations, contributions from international students at our awareness day event and questions for reflection on inclusive academic integrity.
Abstract
Integrity For All was established in November 2024 as an ENAI Working Group comprising members from Canada, Chile, Czechia, Ireland, Latvia, Turkey, the UK and the USA, with a shared motivation and interest to ensure academic integrity is for everyone. Our poster will present details of our work together from reading the literature, group presentations, events, reflective questions and future plans. The central contribution of the poster to the conference is to demonstrate how a working group dedicated to inclusive academic integrity can advocate for and improve the experience of all students.
Basis for Inclusion
The working group is grounded in literature advocating for an expanded conceptualization of academic integrity to strengthen educational quality. This framework is shaped by foundational principles of equity, equality, human dignity, and respect, which shape such conceptualization (Eaton, 2024), requiring both recognition of diverse students’ needs and a direct challenge to systemic barriers. However, this aim is complicated by several critical tensions. Chief among these is the friction between academic integrity and inclusive assessment; while faculty seek to balance inclusive assessment design, academic integrity, and assessment security (Dawson, 2022; Norris et al., 2024), many institutional systems remain oriented toward normative students (McDermott, 2024) or frame accommodations as cheating (Nieminen & Eaton, 2023). These barriers are compounded by the non-disclosure of disabilities (Moriña, 2022) and racial bias, where students from underrepresented groups face higher sanctions (Robey et al., 2022). Simultaneously, Indigenous scholars provide a transformative framework for academic integrity rooted in wholism and interconnectedness (Poitras Pratt & Gladue, 2022).
Group activities
To deepen understanding of academic integrity through the lens of inclusion, working group members have shared their reflections through six presentations. Several key themes emerged: first, contributors explored how researchers’ intersectionalities, significant life experiences, and social identities fostered a commitment to inclusive student engagement (Davis, 2025; Eaton, 2025; Moya Figueroa, 2025). Second, the group reimagined faculty-student interactions by emphasizing compassion for students’ diverse realities and needs (Eaton, 2025; Davis, 2025). Finally, the presentations addressed the challenges faculty face in managing misconduct and highlighted opportunities for collective collaboration to address emerging issues, such as generative artificial intelligence (Forbes, 2025; Goff & Geraghty, 2025; Sivasubramaniam, 2025).
Awareness day event
We held our first event to celebrate inclusion through an established awareness day for International Students’ Day on 17/11/2025. We invited 5 international student participants from Nepal, Bangladesh, Pakistan, Georgia and the Netherlands to discuss their academic integrity experiences as international students. We will share some of their very insightful comments related to their identity, the support they receive from institutions and staff, and cultural context considerations.
Questions for reflection
The poster will include points of reflection educators can use to be an Integrity for All advocate. The tips can improve inclusion in academic integrity practices such as asking students what they need to best understand academic integrity, listening to a student’s whole story, using identity inclusive language, as well as supporting referred students.
Summary
Our future plans are focused on continuing to raise awareness of inclusive academic integrity education by advocating for students from underrepresented groups, drawing attention to code-switching for students in different contexts, promoting sensitivity to students working in different languages or with different needs and recommending mapping of Universal Design for Learning to academic integrity policies and practice.
Keywords: Integrity, inclusion, identity, intersectionality, advocacy, UDL
References
Davis, M. (2025, July 15). Caring about inclusion in academic integrity [Presentation]. ENAI Integrity for All Working Group.
Dawson, P. (2022). Inclusion, cheating, and academic integrity. In S. Tai, M. Ajjawi, P. Bearman, & J. Boud (Eds.), Assessment for inclusion in higher education (pp. 110–119). Routledge.
Eaton, S. E. (2024). Future-proofing integrity in the age of artificial intelligence and neurotechnology: Prioritizing human rights, dignity, and equity. International Journal for Educational Integrity, 20(1), 1–17. https://doi.org/10.1186/s40594-024-00473-7
Eaton, S. E. (2025, September 8). Academic integrity through a lens of equity, inclusion, and intersectionality [Presentation]. ENAI Integrity for All Working Group, Online.
Forbes, J. (2025, March 2). The relationship between motivational factors and likelihood to report academic dishonesty amongst higher education faculty [Presentation]. ENAI Integrity for All Working Group.
Goff, L., & Geraghty, C. (2025). The GenAI LEARN project [Presentation]. ENAI Integrity for All Working Group.
McDermott, B. (2024). Enabling ableism: Using academic integrity arguments to create disability in testing environments. In S. E. Eaton (Ed.), Second handbook of academic integrity (pp. 1169–1185). Springer International Publishing. https://doi.org/10.1007/978-3-031-10396-4_85
Moriña, A. (2022). When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education. Disability & Society, 39(4), 914–932. https://doi.org/10.1080/09687599.2022.2113041
Moya Figueroa, B. A. (2025, October 22). What new equity, diversity, inclusion, and accessibility challenges need to be addressed to advance knowledge about academic integrity (with a Latin American spin)? [Presentation]. ENAI Integrity for All Working Group.
Nieminen, J. H., & Eaton, S. E. (2023). Are assessment accommodations cheating? A critical policy analysis. Assessment & Evaluation in Higher Education, 49(7), 978–993. https://doi.org/10.1080/02602938.2023.2259632
Norris, M. E., Mowat, J., & Norris, J. E. (2024). Academic integrity and accommodations: The intersections of ethics and flexibility. In S. E. Eaton (Ed.), Second handbook of academic integrity (pp. 249–268). Springer International Publishing. https://doi.org/10.1007/978-3-031-10396-4_8
Poitras Pratt, Y., & Gladue, K. (2022). Re-defining academic integrity with Indigenous truths. In S. E. Eaton & J. C. Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge (pp. 103–123). Springer International Publishing. https://doi.org/10.1007/978-3-030-83255-1_5
Robey, N., Shinn, J., & Perry, A. (2022). Disparities in student misconduct in higher education for students from underrepresented racial backgrounds or non-citizen visa status. Journal of College and Character, 23(3), 238–257. https://doi.org/10.1080/2194587X.2022.2087682
Sivasubramaniam, S. (2025). Training biomedical students to effectively engage with AI [Presentation]. ENAI Integrity for All Working Group.