THE RELATIONSHIP BETWEEN ACADEMIC INTEGRITY AND CRITICAL THINKING IN THE TRAINING OF POSTGRADUATE STUDENTS: CONCEPTUAL FOUNDATIONS FOR THE DEVELOPMENT OF RESEARCH ETHICS

Abstract

In the course of their research, the authors analysed the definitions of the concept of ‘academic integrity’ as a set of ethical principles and norms governing the behaviour of participants in the educational and scientific process, as well as ‘critical thinking’ as an integrative cognitive ability to analyse, evaluate and interpret information. Their interconnection is substantiated in the context of training candidates for the third (educational and scientific) level of higher education, and their role in shaping research ethics as a component of the professional competence of future researchers is identified. The relevance of the study stems from the increasing demands on the quality of scientific research in the context of the digitalisation of the educational landscape, the growing importance of academic culture, and the need to train competitive researchers capable of independent scientific inquiry, critical analysis of information, and adherence to ethical standards. The issue of preventing academic misconduct is of particular importance, highlighting the need to foster appropriate value orientations, cognitive skills and knowledge among postgraduate students. The authors have determined that the development of critical thinking contributes to an awareness of the need to adhere to standards of academic integrity and ensures the ability to identify scientific errors, manipulation and unethical practices, whilst academic integrity forms the ethical basis for the responsible application of analytical skills. The study found that the effective development of research ethics among postgraduate students is possible through a comprehensive approach that combines pedagogical, organisational and digital tools, the introduction of courses on academic integrity and scientific writing, the use of innovative methods for developing critical thinking, and the creation of a supportive academic environment. It has been demonstrated that the integration of these components contributes to improving the quality of scientific research, the development of academic culture, and the formation of responsible researchers capable of operating within the modern scientific and educational landscape.