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In generating new knowledge in all fields related to human subjects research, research ethics is key. The Middle East and North Africa (MENA) region has witnessed a remarkable increase in research involving human participants, but robust contextually relevant guidelines and local capacity to guide ethical research are lacking. The research protocol presented and discussed here represents the methodology used to assess the landscape of applied research ethics in the region from the narratives of several constituencies in the research process, namely researchers, research ethics committee chairs and directors of research institutions. The study is a three-year multi-phase, multi-method research which involved a sequence of phases starting with a desk review, writing country reports, focus groups, and in-depth interviews, followed by a regional survey. The lead research team worked with country teams in 6 sites in the MENA region to conduct the empirical research which will be described in detail and reflected on for rigor and challenges.

Recent advances in generative pre-trained transformer large language models have emphasised the potential risks of unfair use of artificial intelligence (AI) generated content in an academic environment and intensified efforts in searching for solutions to detect such content. The paper examines the general functionality of detection tools for AI-generated text and evaluates them based on accuracy and error type analysis. Specifically, the study seeks to answer research questions about whether existing detection tools can reliably differentiate between human-written text and ChatGPT-generated text, and whether machine translation and content obfuscation techniques affect the detection of AI-generated text. The research covers 12 publicly available tools and two commercial systems (Turnitin and PlagiarismCheck) that are widely used in the academic setting. The researchers conclude that the available detection tools are neither accurate nor reliable and have a main bias towards classifying the output as human-written rather than detecting AI-generated text. Furthermore, content obfuscation techniques significantly worsen the performance of tools. The study makes several significant contributions. First, it summarises up-to-date similar scientific and non-scientific efforts in the field. Second, it presents the result of one of the most comprehensive tests conducted so far, based on a rigorous research methodology, an original document set, and a broad coverage of tools. Third, it discusses the implications and drawbacks of using detection tools for AI-generated text in academic settings.

This book aims to broaden the horizons of academic integrity by discussing novel practices and technologies, and the importance of student involvement in building a culture of academic integrity. Examples are the outreach efforts towards a range of non-educational organisations, the exploration and comparison of ethical policies and actions in different institutions, and the improvement of student responses in research on sensitive topics.

It explores a range of scenarios and strategies adopted in different parts of the world during the COVID-19 pandemic, and addresses new technological advances for investigating types of academic misconduct that are difficult to find, including translation plagiarism, contract cheating, the usage of proctoring systems, and the innovative use of data mining to detect cheating on online quizzes.

The work shows how working with students is an essential part of the fight against academic misconduct. The student voice can be a powerful source of motivation for students, but educators also need to understand their perspectives, especially regarding such an important topic as academic integrity.

Outreach is typically a word used for the corporate sector when looking at their social responsibility. However, when it comes to the academic sector, outreach becomes a compulsory part of everyone’s responsibility in order to successfully achieve United Nation’s sustainable Goal 4 – quality education. Quality of education comes from ensuring all the stakeholders understand integrity values and make every effort to uphold such values in all aspects of academia and research.

Students and researchers might have diverse ideas about and motivations for citizen science (CS) projects. To prevent uncertainty, we address ethical concerns emerging in CS projects and in CS in general, specifically, the transferability of the ethical skills and knowledge gained within academia (e.g. through studying and research conduct). We dedicate these Guidelines for Research Ethics and Research Integrity in Citizen Science primarily to Masters and Doctoral students and their supervisors, to facilitate CS-related research activities (i.e. mainstream CS) in line with the values of academic integrity. Using a pool of 85 papers, we identified nine topics covering 22 customised guidelines and supplemented them with further readings to build more in-depth knowledge.

The inclusion of ethics and integrity in preservice teacher education can refer to several contexts. The first context is academic integrity for preservice teachers with a focus on incorporating academic integrity in their own studies within higher education, as well as teaching them different components of academic writing including proper referencing techniques to enable them to write their own academic texts. The second context is developing the professional ethics of these future teachers, as a lived practice as well as through ethical codes. The third context is giving preservice teachers pedagogical and didactic knowledge and instruments to teach academic integrity and ethics to their future students in primary and secondary education, in order to prepare them for their own higher education endeavours. While attention is paid to the first and the second context, the third one is only rarely treated as a part of preservice teacher education as it is usually assumed that the first context is indirectly giving enough preparation for a preservice teacher to subsequently mediate ethics and integrity to his or her students. In this paper, we argue that this assumption is problematic and propose the inclusion of the third context – preparing future teachers to teach academic integrity and ethics – in preservice teacher education. Although the chapter uses the preservice teacher education in Sweden as a starting point, the three ethical contexts that are identified are not limited to any particular national preservice education system but are relevant in other similar frameworks as well.

Whether attempting a qualitative or quantitative study, scientific research depends on the study design, identifying the target population, establishing the appropriate methodology, choosing data collection methods and analysis procedures that ensure the validity of the study and reliability of results. Flawed research methodologies result in measurement error, which is the difference between the actual value and what has been measured. Although it is difficult to avoid random errors, any systematic errors (e.g., invalid and/or unreliable instruments) should be designed out.

Attempts to translate written examinations normally conducted in a lecture hall to an online environment during emergency remote learning in response to COVID-19 have not proved entirely successful, and have led to a sharp increase in cases of suspected misconduct. This paper describes a case study which gives insights on the relationship between assessment design and academic integrity: Is it possible to deter students from cheating by means of assessment design? Previous research does promote certain assessment types, but also indicates that there is no single assessment type that students think is impossible to cheat on. The solution proposed in this paper is therefore to add complexity to the mixture. An alternative complex assessment design comprising several steps is introduced and exemplified by an assessment procedure piloted in a grammar course for preservice language teachers in mother tongue tuition. The design promotes academic integrity, signature pedagogy, student-centred learning, and collaboration within a community of practice in an online setting.

Any problem is a problem until a solution is designed and implemented. This paper reports on a workshop that highlights preliminary work done by the working group on Gamification in the scope of European Network for Academic Integrity (ENAI), which aims to explore the possibility of developing and testing a gamified learning module on academic integrity values. In this paper, the group aims to look at proposing steps we are currently using to develop storyboards of scenarios for the first phase of the project, which were presented at the 6th International Conference Plagiarism Across Europe and Beyond 2020 held virtually in Dubai as a workshop. The study also presents updated findings and scenarios drawn from the workshop conducted and audience feedback, in the following sections that pave the way for the future stages of the gamification process. This serves as a guide to academics and researchers in academic integrity who may wish to study gamification and apply it to develop their own modules for their learning modules.