Formation of a culture of academic integrity of future teachers in the process of professional training

Abstract

The purpose of the study is to substantiate the structural components of the culture of academic integrity of future teachers and to determine the pedagogical conditions for its formation in the process of professional training. The study employed a structured theoretical review of scientific publications and regulatory sources, thematic content analysis, comparative analysis, systematization, and pedagogical modelling. The analytical corpus consisted of 15 sources, including 5 Ukrainian and 10 international publications, with the majority published between 2022 and 2026. The results clarify the concept of the culture of academic integrity of a future teacher as an integrative professional and personal characteristic and identify four interrelated structural components: value-motivational, cognitive, activity-behavioural, and reflective. Seven pedagogical conditions for its formation were substantiated: cross-curricular integration of integrity principles into educational programmes; practice-oriented teaching of academic writing and information literacy; problem-based, case-based, and situational learning; transparent and fair assessment; teachers' personal example and institutional consistency; development of critical thinking and responsible use of generative artificial intelligence; and formative assessment combined with reflective practices. The scientific novelty of the study lies in improving the structural representation of future teachers' integrity culture by combining value-based, cognitive, behavioural, and reflective dimensions and in systematizing pedagogical conditions in response to contemporary challenges associated with generative artificial intelligence. The practical significance of the results lies in their potential use in developing teacher-education programmes, course syllabi, learning tasks, assessment criteria, and institutional recommendations for the ethical use of digital technologies. The proposed framework may also serve as a basis for further empirical diagnostics of the level of formation of the identified components among future teachers.