Aim — the study examined how foreign and national approaches can support the formation of professional ethics and academic integrity in future teachers. The purpose was to test a three-stage pedagogical model that can be used in teacher education practice. Methods — comparative analysis, a diagnostic survey, a baseline pretest, a formative intervention, and a control posttest were applied; the experimental and control groups were tracked with the same criteria. Internal consistency of the instrument was checked against the Cronbach α ≥ 0.70 requirement, and between-group differences were evaluated with the t-test and Cohen d. Results — at posttest, the experimental group outperformed the control group on all core indicators: adherence to professional conduct norms improved by 30.1 %, honesty in academic tasks by 32.1 %, and pedagogical responsibility with self-monitoring by 36.5 %; the overall effect size reached d = 1.88. This pattern shows that combining comparative study, reflection, and practice-based situations during the formative stage makes ethical judgments more stable. Conclusion — the model that integrates foreign experience and national pedagogical traditions enabled a systematic development of professional ethics and academic integrity; its scientific contribution is a three-stage formation algorithm grounded in evaluation criteria.
Future Teachers’ Professional Ethics and Academic Integrity: Foreign and National Experience
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