Integration of European standards of academic integrity in the training of philology teachers

Abstract

The article addresses the integration of European standards of academic integrity into the
training of teachers of philology, emphasizing their significance for the formation of
professional and ethical competencies in future educators. The purpose of the study is to
identify effective approaches, strategies, and methods for developing in students of
philological specialties a conscious and responsible attitude toward academic integrity, as
well as the ability to apply these principles in practical professional activities. The research
methods involved a comprehensive analysis of contemporary scientific literature, national
and European regulatory documents, and curricula of leading European universities.
Additionally, the study applied questionnaires and interviews with students and faculty
members to assess their understanding and implementation of academic integrity principles,
complemented by experimental testing of specially designed educational modules aimed at
forming competence in this field. The results indicate that integrating European standards
into the educational process significantly enhances students’ awareness of ethical norms in
scholarly work, fosters critical thinking, promotes responsibility for academic outputs, and
encourages ethical behavior in research and pedagogical practice. The study also revealed
that systematic inclusion of academic integrity modules positively affects students’
motivation, engagement in learning, and preparedness for professional activities in
educational institutions. The proposed methodological recommendations, including
curriculum adjustments, practical exercises, and assessment tools, can serve as a basis for
improving educational programs for the training of teachers of the Ukrainian language and
literature, ensuring alignment with European ethical standards and promoting a culture of
integrity within higher education.