Abstract

This paper addresses the perspectives of university teachers about academic integrity, its meaning and the experiences lived in formative interactions with students, with the purpose of understanding, from the teachers' point of view, the strategies and actions developed by them to deal with situations related to academic integrity on the part of their students and the favorable and unfavorable repercussions related to these situations, in order to promote ethical actions in the teaching and learning processes. This study was carried out based on the qualitative paradigm, of an interpretative type. Seventy-five undergraduate and graduate teachers were involved, who agreed to participate voluntarily in a virtual interview, completing a semi-structured self-applied instrument with emphasis on open questions. Among the conclusions, it stands out that, from the teachers' perspective, the predominant element associated with academic integrity, in terms of students' behavior, is honest, open and responsible behavior, being what best demonstrates when a student shows behavior with academic integrity. In addition, commitment to learning, to a job well done and to the quality of the productions. To a lesser extent, compliance with institutional regulations is considered. The strategies that teachers suggest that the university use to promote academic integrity refer to the institution's actions in three fundamental dimensions that address the attitudinal and orienting, the didactic and the institutional.

Key words:
Academic integrity; ethics; teacher; university