This study addresses the critical need for structured education and training in academic ethics and integrity within the context of regional higher education. As universities undergo digital transformation, the boundaries of ethical conduct become more complex. This research evaluates the current state of ethics education at Samtskhe-Javakheti State University (SJSU) and proposes an interdisciplinary framework for fostering a culture of integrity among faculty and students.
Key Questions
How effective are current training programs in fostering a deep understanding of academic integrity in a digitally-mediated learning environment?
What are the primary ethical challenges faced by students and faculty in regional universities regarding data privacy, plagiarism, and artificial intelligence?
How can an interdisciplinary approach to ethics education enhance the long-term professional integrity of graduates?
The research utilizes a descriptive and analytical methodology. A comprehensive audit of the existing curricula and training modules related to ethics was conducted at SJSU. To gather empirical data, the study employed a survey-based approach involving 200 participants (including both academic staff and undergraduate students). The survey focused on perceptions of "ethical literacy" and the perceived accessibility of integrity-related resources. Additionally, the study reviewed international best practices in "Ethics and Integrity Training" to benchmark the local institutional approach. The analysis was performed through the lens of Value-Based Education (VBE) and Socio-Educational Theory.
The preliminary analysis indicates that while there is a high level of theoretical commitment to academic integrity, there is a significant "training gap" in practical applications, especially concerning digital ethics. Findings suggest that 65% of students feel underprepared to navigate the ethical implications of AI-driven research tools. Furthermore, faculty members expressed a need for continuous professional development focused on "Digital Integrity Management." The study identifies that ethics education is often sequestered within specific humanities courses, rather than being integrated as an interdisciplinary thread across all faculties. A key finding is that structured, interactive training sessions are 50% more effective in reducing instances of unintentional plagiarism than traditional policy-based orientations.
The study recommends the establishment of a centralized "Ethics and Integrity Hub" at SJSU, which would provide interdisciplinary workshops tailored to different fields of study. It emphasizes the transition from a "policing" model of integrity to an "educational" model, where ethics are treated as a core competence. For regional universities, this means investing in localized training materials that reflect both international standards and regional cultural contexts.
Keywords: Academic integrity; ethics education; digital ethics; regional universities; Georgia; interdisciplinary training; SJSU.
References
1.Fishman, T. (2014). The ICCI Reader: Explaining the International Center for Academic Integrity’s Definition of Academic Integrity. Clemson University.
2. Macfarlane, B. (2010). Teaching with Integrity: The Ethics of Higher Education Practice. Routledge.
3. Rest, J. R. (1986). Moral Development: Advances in Research and Theory. Praeger Publishers.
4. Bretag, T. (2016). Handbook of Academic Integrity. Springer Singapore.