International Journal for Educational Integrity国际教育诚信杂志
International Journal for Educational Integrity(英文缩写 INT J EDUC INTEGR),ISSN 1833-2595,eISSN 1833-2595,中文译名:国际教育诚信杂志 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 未收录 | N/A |
| 2022 | 4.600 | N/A |
| 2023 | 3.800 | Q1 |
| 2024 | 6.900 | Q1 |
| 2025 | 13.800 | Q1 |
International Journal for Educational Integrity 最新收录文献
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1. Who gets in, who gets cited, who gets promoted: informal networks in Kazakhstani academia.
PMID:日期:2026-06-01This paper explores the ambivalent role of informal networks in shaping academic careers as well as academic and research integrity in Kazakhstan. Drawing on 23 in-depth interviews with senior university leaders, the study examines how informal networks both facilitate scholarly work and undermine merit-based governance. Building on Ledeneva's typology of informal networks, the paper identifies four coexisting forms-solidarity, domination, redistribution, and market-oriented networks-and analyzes how each shapes hiring, promotion, authorship, funding allocation, and research evaluation. Although these networks often compensate for institutional gaps arising from rapid internationalization and metric-driven reforms, they also legitimize practices such as favoritism, guest authorship, citation manipulation, and informal interference in evaluation processes. The findings challenge individualistic understandings of academic misconduct by showing that questionable practices are embedded in relational obligations, hierarchical dependencies, and structural incentives. The paper concludes by discussing implications for academic integrity policies and argues for context-sensitive approaches that recognize the persistence and ambivalence of informal networks rather than seeking to eliminate them.
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2. Redefining assessment tasks to promote students' creativity and integrity in the age of generative artificial intelligence.
PMID:日期:2025-09-23The arrival of generative artificial intelligence (GenAI) has forced lecturers to adjust their assessment practices to ensure that students' work is their own from a creative point of view, and free of plagiarism. This chapter proposes the Academic Integrity and Creativity in the Age of Artificial Intelligence (AICAI) model for the use of authentic assessment as a possible strategy to promote students' creativity and integrity and thereby ensure the ownership of their written work. Lecturers are encouraged to rethink the assignments they design and examine each of the following components with an eye to integrity: their professional characteristics, the objectives for the assignment, the type of assessment that is appropriate for the needs of the student. Others include the cognitive offloading that will be done or not with GenAI, the type of authentic task they wish to propose and its characteristics, and the instructions and criteria that will be given to students. The choices made should engage students, thereby diminishing the temptation to plagiarize. By combining different strands of pedagogical theory and research, the assessment design model proposed in this paper has brought into focus the challenges as well as the opportunities that have emerged with the inclusion of GenAI in higher education. On a more practical level, it offers a systemic approach and advice as to how the challenges can be mitigated and benefits maximized for all parties involved in assessment.