Academic Integrity as a Value-Based Guideline for the Development of Cultural and Ethical Competencies in Future Preschool Teachers

Abstract

The article presents a systematic overview of academic integrity as the foundation for developing cultural and ethical competencies in future preschool educators. The purpose of the study is to analyze the experience of training bachelor's students in the specialty 012 “Preschool Education” at H. S. Skovoroda Kharkiv National Pedagogical University, with a focus on the cross-cutting integration of integrity principles into the educational process and artistic-creative activities of students. The research methods include analysis of scientific literature and regulatory documents, content analysis of the bachelor's educational program, a survey of students using an author-developed questionnaire on academic integrity, and the method of pedagogical observation. The research findings demonstrate that academic integrity is a fundamental basis for shaping cultural and ethical competencies in future preschool teachers. This is achieved in particular through the integration of relevant approaches into the educational program and its components (such as “Fundamentals of Scientific Research,” “Technologies of Artistic and Aesthetic Activities in Preschool Institutions,” “Theatrical Activities in Preschool Education,” “Fundamentals of Artistic Mastery”), which play a key role in the development of students’ creative personalities. The survey revealed a consistent awareness among students of the unacceptability of academic plagiarism (87.3% of respondents in the 2023-2024 academic year), an increase in recognition of the dishonesty associated with purchasing pre-written academic works (from 56.5% in 2021-2022 to 81.0% in 2023–2024), as well as a significant improvement in the ability to identify bribery (from 52.2% to 81.0%) and cheating (from 47.8% to 87.3%) as violations of academic integrity. Survey data and teaching‑practice analysis show a positive trend in students’ grasp of academic integrity principles-especially in the contexts of creating artistic, musical, and theatrical works, and applying musical, theatrical, and artistic methodologies when working with preschool children. However, some challenges remain. The article offers recommendations for higher education institutions training future educators to strengthen academic integrity in the process of forming cultural and ethical competencies in their professional education.