Jul 2026· International Journal of Science, Strategic Management and Technology· Vol 02, pp. 1-8· 0 citations
Abstract
Academic integrity has emerged as a critical concern in contemporary higher education due to increasing cases of plagiarism, data manipulation, contract cheating, and unethical research practices. While global frameworks emphasize codes of conduct, digital surveillance tools, and institutional policies, such approaches often remain compliance-driven rather than value-driven. In contrast, the Indian Knowledge System (IKS) offers a deeply rooted ethical framework that integrates moral conduct, self-discipline, and knowledge responsibility as essential dimensions of education.
This paper reinterprets indigenous ethical principles—such as Satya (truthfulness), Dharma (righteous conduct), Āchāra (ethical behavior), Svādhyāya (self-learning), and the Guru–Shishya tradition—as foundational pillars for strengthening academic integrity in higher education. It argues that academic honesty is not merely a regulatory requirement but a moral and spiritual commitment toward knowledge creation and dissemination.
By adopting a conceptual and critical approach, the study integrates philosophical insights from IKS with contemporary debates on research ethics and higher education governance. It further proposes a conceptual framework that aligns indigenous ethical values with modern academic practices. The paper concludes that embedding value-based education inspired by IKS can significantly enhance ethical awareness, reduce academic misconduct, and foster responsible scholarship in global higher education contexts.
Contemporary global education increasingly prioritizes measurable competencies and academic performance, often at the expense of moral formation, values development, and social responsibility. This tendency has intensified concerns regarding the ethical and humanistic dimensions of education in an era shaped by rapid technological change and globalization. This study examines how traditional Islamic educational institutions, specifically kuttab, pesantren, and madrasah diniyah, respond to twenty-first-century educational challenges through the normative guidance of the Qur'an and Hadith. Employing a qualitative library research design, this study analyzed primary data consisting of selected Qur'anic verses and authenticated Hadith traditions alongside secondary data drawn from Scopus-indexed academic literature published between 2021 and 2026. Data were examined through thematic and normative-conceptual analysis, with source triangulation applied to verify the consistency of findings across textual, prophetic, and scholarly sources. The findings indicate that core Islamic values, including tawhid, akhlaq, justice, amanah, and social responsibility, derived from the Qur'an and Hadith, align substantively with global educational agendas concerned with character development and global citizenship. A three-layer conceptual model is proposed, integrating revelation as normative foundation, values-based education as pedagogical core, and principled engagement with modernity as adaptive strategy, governed by the principle of wasatiyyah. Traditional Islamic educational institutions demonstrate both adaptability and normative coherence, offering a sustainable and integrity-based model of values education for addressing contemporary global educational challenges.
Muhammad Firdaus· SUJANA (Education and Learni...· 0 citations
Despite the Sustainable Development Goal's call for quality, inclusive education, most Muslim majority countries continue to struggle with high dropout rates, gender disparities, and uneven teacher quality, raising the question of whether Islamic ethics can serve as a more contextually grounded moral foundation for achieving SDG 4. This study aims to identify relevant Islamic ethical principles, map their convergence with SDG 4's eight targets, examine their implementation in Muslim majority educational practice, and formulate corresponding policy implications. Employing a qualitative literature review design with a normative philosophical and comparative orientation, data were drawn from primary Islamic sources (The Qur'an, authentic hadith, and classical scholarly works) and secondary sources (UNESCO/UN documents and academic literature), analyzed through textual, comparative, and hermeneutic methods. The findings reveal that classical concepts such as ta'lim, tarbiyah, ta'dib, fitrah, and rahmatan lil 'alamiin align substantively with each SDG 4 target, while practices in pesantren and madrasah demonstrate empirical, if uneven, progress toward inclusivity and quality. The study concludes that Islamic ethics not only legitimizes SDG 4 but can enrich it with spiritual and moral dimensions, offering policymakers an integrative framework for advancing quality Islamic education.
Teachers who excel technically yet fall short ethically, and those who hold strong values yet lack pedagogical skill, each pose distinct challenges to educational quality. Addressing this imbalance, the present study sets out to construct a conceptual framework that operationally integrates professionalism and academic ethics for PAI teachers serving at the junior secondary (Madrasah Tsanawiyah) level. A review of prior research shows that discussions of adab and academic integrity in Islamic education have largely centered on higher education and digital related issues, while the context of junior secondary teachers and foundational, non digital concerns remain relatively underexplored conceptually. Using a library research method, this study examines the theological foundation of qawiyy and amin as expressed in QS. Al Qashash verse 26, then translates it into a four pillar instructional model encompassing input, process, output, and relation, each accompanied by measurable success indicators. The findings show that the four pillars function as a mutually reinforcing cycle and can be implemented through five concrete classroom strategies, including academic learning contracts, character based authentic assessment, higher order thinking examinations, teacher modeling of scholarly conduct, and habitual source citation. This study contributes an operational model that can be directly adopted by teachers and educational institutions, while opening space for further empirical research to test its effectiveness in practice.
R. Nurfarida, Taofiq Rahman Ahmad, Yudha Al Farisi· Journal Innovative Practices...· 0 citations
It is argued that AI-related integrity disputes are better understood as conflicts between competing values than as individual moral failings, and implications for policy design, assessment reform, and faculty development are discussed.
M. Grobler· Proceedings of the Internati...· 0 citations
The findings show that although students display strong ethical awareness linked to their professional identity, this does not always translate into practice, and the need for clearer, discipline-sensitive policies on AI use, alongside stronger supervision and integrity education is highlighted.
A. Dunmade· IQRO Journal of Islamic Educ...· 0 citations
The Ethico-Regulatory Governance (ERG) Framework is proposed, a conceptual model designed to bridge global ethics with local compliance, and offers a scalable, adaptable solution for universities navigating the complexities of GenAI.
Christian Roberto Cabezas Freire, Nayana Desai· Revista Hambatu Science· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
