The Future of Education

This paper presents large survey based results (250 respondents), revealing the basic behavioural patterns in students’ approach to an academic dishonest by admitting or refusing cheating behaviour, by collecting opinions, prejudices, evaluation, and also by reflecting perceptions of cheating among students and its criticism or acceptance. The data were collected within the academic year 2016 by two universities and one high education institution. Leading institution was Charles University in Prague. The information record for each student is represented by 61 variables, of both categorical and quantitative nature, describing 1) basic demographic characteristics, 2) general approach to cheating and its frequency, 3) frequents practice of cheating and their acceptance, 4) cheating scenarios and 5) personal reasons (excuses) for cheating. To ensure the reliability and validity of research design and results, the study was conducted manually; questionnaires were in a printed form. Their delivery and recollection was totally anonymous. Statistical analyses revealed 3 basic behavioral patterns among possible 56. Their frequencies changed with the type and form of study, age, gender and different combinations of above mentioned. Data cross-checking enabled to reveal the level of self-censorship, which was (not surprisingly) highest within the group of “in-service” teachers.

Keywords: academic integrity, cheating behavioural patterns, future teachers, in-service teachers;

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