IMPLEMENTATION OF THE ACADEMIC INTEGRITY PRINCIPLES AT THE UNIVERSITY: EXPERIENCE OF CONDUCTING EDUCOLOGICAL DEBATES

Abstract

The article analyzes the experience of introducing academic integrity on the example of an intellectual educational game – a debate at the Borys Grinchenko Kyiv University. Such work has become traditional for the University residents on the basis of the educational circle «Educological Discourse» of the Research Laboratory of Educology and the Pedagogical Institute of the University. The purpose of the scientific article is to present the experience of conducting Educological debates on the introduction of academic integrity and their impact on improving the quality of higher education. The theoretical basis of the «Educological Debate» is the scientific direction of integrated research in the field of education – Educology, which is a synergy of such educational sciences as philosophy of education, history of education, educational policy, educational law, education management, economics of education, sociology of education, cultural education. These educational sciences make up the content of educational training, provide an opportunity to analyze and reveal various aspects of academic integrity. The «Educological debates» have polemical nature. The teams are able to demonstrate the main areas of work during the «Educological Debates». The principles, mechanisms of academic integrity introduction which can improve quality of education are resulted. The role of meetings in the format of an intellectual educational game is emphasized. The game serves as an impetus for awareness and desire to continue working on the creation and search for tools and mechanisms for the academic integrity introduction in the academic space. The conclusions of this work on the importance of informing students about the normative and legal, moral and ethical principles of combating plagiarism, teaching students the rules of ethical behavior in the academic environment are made. It is mentioned about the interactive teaching method of debates, which is effective for the development of both professional and general competencies of students. It helps to increase the level of critical thinking and communication skills.