Integrity in Secondary Education

Group Manifestation

Academic integrity is a commitment to honesty, trust, fairness, respect, responsibility, and courage (International Center for Academic Integrity), and it is fundamental to teaching, learning and research (Tracey Bretag).

Much of the literature, guidelines, policies, trainings, and resources about academic integrity focus on higher education contexts. Academic integrity in secondary education remains underrated. Promoting academic integrity in secondary education and helping learners understand and internalize academic integrity should be one of the main concerns of educational policymakers, administrators, teachers, and researchers. Prioritizing academic success over academic integrity in secondary education would produce undesired outcomes for individuals, institutions, and society. Academic success should be built upon the fundamental values of academic integrity.

Embracing the fundamental values of academic integrity involves mental and behavioural processes. Therefore, it is essential to start academic integrity training in secondary education where learners build their cognitive and behavioural capacities. Academic integrity training in secondary education helps mitigate academic misconduct in higher education.

Within this scope, our working group strive to;

  • Promote academic integrity across secondary education
  • Encourage secondary education schools to develop and implement academic integrity policies
  • Create and curate materials to raise awareness on academic integrity in the secondary education
  • Cooperate and collaborate with all secondary education stakeholders

Motivation

Integrity in education is not limited to higher education (HE) only. It is a necessity for students at all levels of education, starting from primary education. Many university teachers expect their students to apply the knowledge and skills of integrity – such as academic writing or proper referencing etc. They expect the students to be prepared in secondary schools.

In contrast, secondary school teachers often focus on subject-specific preparation for HE, rather than teaching about academic integrity. Moreover, secondary education in many countries has a national curriculum which has less emphasis on academic integrity. Therefore teachers neither have the time nor the materials on how to teach their students integrity.

Therefore, ENAI aims to collaborate with the secondary education sector and offers it the support to enhance integrity education at schools.

Outputs

The ENAI database of educational materials contains materials targeting at teachers and students from secondary education.

Head of the group

Members

  • Irene Glendinning, Coventry University, UK
  • Dita Henek Dlabolová, ENAI, Czechia
  • Zakir Hossain, ICS Inter-Community School Zurich, Switzerland
  • Salim Razı, Çanakkale Onsekiz Mart University, Turkey
  • Rita Figueiras Alves dos Santos, ENAI, Portugal
  • Güneş Saygı, Adana Anatolian High School, Turkey
  • Ansgar Schaefer, University of Konstanz, Germany
  • Shivadas Sivasubramaniam, University of Derby, UK
  • Temel Serdar Yılmaz, Balikesir University, Turkey)

Would you like to become a member of the working group? Please, contact Özgür Çelik.