Zeenath Reza Khan, PhD, Special Collection Guest Editor
Sarah Elaine Eaton, PhD, Co-Editor-in-Chief
Education has been described as a fundamental right of all, not a choice for some by UNESCO. Particularly their Sustainable Development Goal 4 talks extensively about quality education that is accessible and inclusive of all.
In order to achieve SDG4, understanding dynamics of academic misconduct, roles of factors such as technological advances, essay and fake degree mills and others is vital to setting the stage in building culture of integrity among students through proactive strategies.
But while the higher ed community battles misconducts, spending grant money, research hours and academic minutes finding ways to deter and curb such actions, it is important to bring back into the conversation the role of K-12 years as prelude to tertiary teaching and learning. While schools are expected to prepare students’ concept and skills in core subjects like Maths, Science, ICT, and so on, often K-12 systems vary vastly in their efforts to instill values of integrity, build academic writing skills and generally prepare students for the tertiary education life. Schooling systems are as varied as they come and they each have their own understanding of “quality” of education which sets the stage for students from an early age on how they view academic integrity, how they define what actions are deemed acceptable courses of action for academic success and what isn’t (Khan & Mulani, 2020).
There seems to be a gap in the research studies focusing on K-12’s current practices, parents’ role, assessment designs, impact of technology in classrooms and more in recent years, with limited focus on what values are really being taught explicitly and implicitly in K12 classrooms.
This Call for Papers provides opportunity for researchers and academics to explore these issues and more in order to pave way for mitigating efforts that can help better prepare students during their formative years in K-12 for the higher education and beyond.
Khan, Z.R. and Mulani, V. (2020) Contract cheating values in school assessments – what values are we really teaching our young students? 6th International Conference Plagiarism Across Europe and Beyond 2020, European Network for Academic Integrity. April 17 - 19 2020. University of Wollongong in Dubai. Dubai. UAE.
All manuscripts will undergo the usual rigorous double-blind peer review.
Some author processing charges (APCs) may be waived at the discretion of the Editor-in-Chief to outstanding and innovative contributions.
Deadline for manuscript submission: 01 May 2022
- Before submitting your manuscript, please ensure you have carefully read the submission guidelines for International Journal for Educational Integrity.
- The complete manuscript should be submitted through the journal submission system.
- To ensure that you submit to the correct thematic series please select the appropriate section in the drop-down menu upon submission.
- Indicate within your cover letter that you wish your manuscript to be considered as part of the thematic collection, ‘Academic Integrity Across K-12’.
Submissions will also benefit from the usual advantages of open access publication:
Rapid publication: Online submission, electronic peer review and production make the process of publishing your article simple and efficient
High visibility and international readership in your field: Open access publication ensures high visibility and maximum exposure for your work - anyone with online access can read your article
No space constraints: Publishing online means unlimited space for figures, extensive data and video footage
Authors retain copyright, licensing the article under a Creative Commons license: articles can be freely redistributed and reused as long as the article is correctly attributed.