IMPLEMENTATION OF THE PRINCIPLES OF ACADEMIC INTEGRITY IN THE EUROPEAN EDUCATIONAL SPACE: PRACTICES IN FRANCE AND GERMANY

Abstract

The study analyses definitions of the concept of “academic integrity” in contemporary European scientific and pedagogical discourse and reveals its meaning as the basic value and normative foundation for the functioning of the higher education system. An analysis of approaches to the implementation of the principles of academic integrity in the European educational space was carried out using the example of institutional practices in France and Germany, which represent different but complementary models of ensuring the quality of education and science. The relevance of the study is determined by the growing role of academic integrity in the context of the digitalisation of the educational environment, the intensification of academic mobility, and the need to harmonise national education systems with European quality assurance standards. This issue is particularly important in the context of the spread of digital technologies and the use of electronic resources, which, on the one hand, expand access to scientific information and, on the other hand, increase the risks of violating ethical standards in academic activity.
The article notes that in France, the implementation of the principles of academic integrity is based on national coordination, network interaction and the introduction of unified institutional policies, while in Germany, the key role is played by mechanisms of self-regulation of the academic community, codes of good scientific practice, and ombudsman institutions. The importance of educational and preventive measures aimed at forming a culture of academic writing, developing academic responsibility and raising awareness of integrity standards among students and teachers is substantiated.
The study found that the effective implementation of the principles of academic integrity in the European educational space requires a comprehensive approach that combines regulatory and legal regulation, institutional responsibility and systematic pedagogical support. The experience of France and Germany demonstrates the advisability of moving from purely control mechanisms to the formation of a sustainable culture of academic integrity as a necessary condition for ensuring the quality of higher education and scientific research.