Academic Integrity among Prospective Teachers: Challenges and Way Forward

Abstract

Academic integrity is considered the moral fabric in higher education. This study uses a phenomenological approach within a qualitative research framework to explore academic integrity and its barriers among prospective teachers. The sample consisted of 16 graduate and undergraduate students from the Department of Education of two public universities in Punjab, selected through purposive sampling. Data was collected through interviews and analyzed phenomenologically, revealing four key themes: perception of academic integrity, barriers to academic integrity, perception of academic integrity policies, and techniques for promoting academic integrity. The findings suggest that students have limited knowledge of academic integrity and fail to adhere to its standards. Identified barriers include lack of authentic assessment, peer pressure, teacher favoritism, cultural differences, parenting issues, lack of awareness about academic integrity standards, and inadequate creative writing skills. Findings also reveal that respondents also lacked knowledge about academic integrity policies. To address these issues, the study recommends skill-based learning, awareness sessions, and workshops for students and teachers to enhance academic integrity and improve educational quality.