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I. Ainoutdinova 1, A. Blagoveshchenskaya 1, A. Nurutdinova2, E. Dmitrieva3

1Kazan Federal University (RUSSIAN FEDERATION)
2International Academic Centre for Language and Development (RUSSIAN FEDERATION)
3Kazan State Power Engineering University (RUSSIAN FEDERATION)
The need to address the topic was prompted by several factors, the most acute being globalization, digitalization and integration of Russia into the world academic community, which, along with the benefits, has equally caused multiple violations of academic integrity and jeopardized research ethics and dissemination of scientific knowledge. The globalized digital world poses both legal and moral threats to academic integrity, as today's Z students often do not even realize that technologies and much of the Internet or electronic sources they utilize for academic needs may be copyrighted and, thus, limited in use and application. It becomes apparent that students should be properly informed and instructed on intellectual property rights (IPRs), their protection and potential pitfalls of any related illegal practice for academic results, although the use of other people's ideas, at least in part, is ironically one of the most important aspects of educational and research process. Likewise, this also creates one of the main contradictions in academic reality: although students are expected to study, research and cite theoretical works of scholars, they must also produce their own original works.

Russian universities have long been taking different disciplinary measures to reduce the incidence of academic dishonesty or misconduct, including deception, collusion, falsification, impersonation, multiple submissions, and especially plagiarism (both analog and digital). However, the latest statistics on verification of student papers through Antiplagiat (a Russian plagiarism detection tool similar to the well-known Turnitin and iThenticate services) revealed cases of massive plagiarism among the future bachelors and magistrates. There is an urgent need to rethink the morality and ethics of higher education (HE) in Russia and apply pedagogical strategies that would revive academic integrity and culture against academic dishonesty and plagiarism. Such strategies should be interdisciplinary and comprehensive in nature and address the core values of academic integrity, that is, honesty, trust, fairness, respect, and responsibility, which are fundamental to academic community and excellence.

The aim of this work was to analyze the best pedagogical strategies and practices from around the world and identify those that are applicable to Russia. We examined the relevant experience in terms of its validity, usability and potential impact on both the academic process and research results. We also singled out and evaluated both external and internal factors that determine and influence the process of development and growth of young researchers; clarified the conceptual apparatus; presented a typology of academic violations and formulated a treatment plan to eliminate them. The main finding of the study is a set of pedagogical strategies to fully promote academic integrity in HE.