ACADEMIC INTEGRITY AS THE FOUNDATION OF THE PROFESSIONAL ETHICS OF THE FUTURE TEACHER

Abstract

The article presents a comprehensive theoretical and methodological reflection on academic integrity as a fundamental basis of the professional ethics of the future teacher in the context of the transformation of modern pedagogical education. The relevance of the problem is determined by the growing role of ethical values in ensuring the quality of education, the increasing demands on teachers’ professional responsibility, as well as new challenges related to the digitalization of the educational environment and the use of generative technologies and artificial intelligence. The object of the study is academic integrity as an interdisciplinary phenomenon that combines legal, ethical, pedagogical, and sociocultural dimensions. The purpose of the work is to provide a theoretical analysis of academic integrity as a value‑ethical foundation of the professional ethics of the future teacher and to substantiate current trends and challenges in the formation of a culture of integrity within the system of teacher education. To achieve this aim, a set of methodological approaches was applied: analytical‑theoretical, empirical, socio‑psychological, institutional, and practice‑oriented, which makes it possible to consider academic integrity as a systemic phenomenon at the individual, institutional, and societal levels. The study proves that academic integrity in teacher education should be formed not fragmentarily but as a holistic process integrated into the content of educational programs, teaching practice, assessment systems, and institutional policies of higher education institutions. It is shown that violations of integrity principles (plagiarism, cheating, falsification of results) negatively affect the quality of the educational process, undermine trust in learning outcomes, and weaken the moral and ethical foundations of the teacher’s professional activity. Particular attention is paid to the practical aspects of implementing academic integrity: the role of educational policies and standards, institutional measures, educational modules, training sessions, and international cooperation. The scientific novelty of the article lies in revealing academic integrity as an integrative characteristic of the professional culture of the future teacher, which combines normative, value‑based, and methodological dimensions. It substantiates the need to consider academic integrity not only as a regulatory mechanism of educational activity but also as a value‑based foundation of the teacher’s professional identity, capable of transmitting the principles of integrity within the pedagogical environment. It is proved that the formation of a culture of academic integrity is a prerequisite for the development of critical thinking, academic writing culture, and responsible attitudes toward learning outcomes among students of higher education institutions. It is emphasized that academic integrity functions as a key factor in ensuring the quality of teacher education, defines the ethical position of the future teacher, and determines their readiness for professional activity in the conditions of digitalization and global educational transformations. The article outlines prospects for further research in the field of digital pedagogy, intercultural studies, and the development of tools for assessing academic integrity as a component of teachers’ professional competencies.