Synopsys: This poster presents a small-scale action research project examining how student-led approaches to academic integrity education influence peer understanding, ethical reasoning, and decision-making in Georgian secondary schools. The study adopts a mixed-methods design, integrating quantitative and qualitative data to provide a comprehensive understanding of both measurable learning outcomes and students’ deeper reflections. By combining analysis of survey data with thematic analysis of discussions, reflections, and student-generated outputs, the research captures not only what students learn about plagiarism, but also how they internalize academic integrity as a value.
Plagiarism and broader forms of academic dishonesty remain persistent challenges in secondary education. Although research in Georgian secondary schools is limited, studies in higher education indicate that foundational academic values are often insufficiently developed prior to university entry (Bakradze et al. 2017; Chokoraia, 2023; Khositashvili, 2024). Traditional school-based approaches, which rely on rules or one-off interventions, tend to emphasize compliance rather than understanding, limiting students’ ability to apply ethical principles in practice.
The study highlights the distinction between student-centered and student-led learning. While student-centered approaches focus on engagement and learner needs, they typically retain teacher control over the learning process. In contrast, student-led approaches transfer agency to learners, who design, facilitate, and evaluate learning activities. This shift is expected to promote deeper ethical reflection and ownership of academic integrity principles.
The project was implemented over one academic year at the European School in Georgia and involved forty-two students, including eighth- and ninth-grade participants. It was structured around four workshops lasting approximately ninety to one hundred twenty minutes each, supported by complementary activities. The workshops focused on understanding plagiarism, identifying its forms and consequences, engaging with ethical dilemmas, and developing prevention strategies. A distinctive feature of the project was that students designed and facilitated the workshops themselves, led peer discussions, and contributed to a school-wide assembly. Additional activities included a round-table discussion with an invited expert, analysis of a literary text, and the creation of student outputs such as presentations and visual materials.
The research addressed students’ initial understanding of plagiarism, the impact of student-led workshops on ethical reasoning, and the strategies students identify to prevent academic dishonesty. Data collection methods were aligned with these objectives. Quantitative data were obtained through pre- and post-surveys administered to ninth-grade students, while qualitative data were collected through guided discussions resembling focus groups, reflective tasks, analysis of student outputs, and observational notes. Thematic analysis was used to interpret qualitative data.
Although both grade levels participated, quantitative results focus on ninth-grade students to ensure consistency in pre- and post-intervention comparison. Eighth-grade data were used to enrich qualitative insights. Findings show a clear improvement in students’ understanding of plagiarism, with an approximately thirty percent increase in correctly identifying complex forms such as improper paraphrasing. Students also reported increased confidence in applying academic integrity principles. Qualitative findings indicate that ethical dilemma discussions encouraged critical reflection on previously normalized practices, while peer-led activities fostered openness and engagement.
The study demonstrates differences between student-centered and student-led outcomes. While student-centered elements supported comprehension, student-led approaches were more effective in promoting ownership, peer accountability, and ethical reasoning. Students increasingly viewed academic integrity as a personally meaningful principle rather than an externally imposed rule. They also identified practical prevention strategies, including improved time management, appropriate citation practices, and seeking academic support.
This poster is intended for educators, researchers, school leaders, and policymakers interested in academic integrity and innovative pedagogy. It provides practical insights into implementing student-led approaches, applying mixed-methods action research in school contexts, and fostering a sustainable culture of academic integrity. The findings suggest that combining student-centered and student-led approaches offers a meaningful pathway toward deeper ethical engagement in secondary education.
Keywords: Academic Integrity; Plagiarism; Secondary Education; Student-led Project; Mixed-methods Study; Georgia
References:
Bakradze, L., Bregvadze, T., Gurchiani, K., Lortkipanidze, T., Urushadze, N., & Janashia, S. (2016). The problem of plagiarism and its perceptions in Georgia [Research report]. (Report prepared with support from the Open Society Georgia Foundation).
Chokoraia, T. (2023). The problem of plagiarism in the process of establishing academic integrity culture at Georgian higher educational institutions. Quality in Higher Education, 29(1), 86–101. https://doi.org/10.1080/13538322.2022.2100619
Khositashvili, Giga. 2024. “Delving Deeper: Understanding the Complexities of Plagiarism Prevention in Georgian Higher Education.” Journal of Educational and Social Research 14 (5): 1. https://doi.org/10.36941/jesr-2024-0117
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