ACADEMIC DISHONESTY: TRANSLATION AND USAGE OF TERMS IN UKRAINIAN HIGHER EDUCATION SYSTEM

Abstract

The purpose of the study is to analyse the features of translation and usage of terms denoting academic dishonesty and investigate the system of responsibility for violations of academic integrity in Ukrainian higher education. Methods. The study used comparative analysis to compare English and Ukrainian terms of academic dishonesty; structural and semantic analysis to study the features of term translation; content analysis of international and Ukrainian documents, glossaries, thesauruses, and newsletters; descriptive method to characterise the types of academic integrity violations and responsibilities for them in Ukrainian system of higher education. The research material is The Bucharest Declaration of Ethical Values and Principles of Higher Education in the European Region (2004), National Educational Glossary (2024), the Glossary of the National Agency for Quality Assurance in Education (2020), Thesaurus of Terms in the Field of Higher Education Quality Assurance: Ukrainian-English / English-Ukrainian Parallels (2025) and Academic Integrity newsletters (2019–2024). Results. In the context of European integration processes and the implementation of international educational standards, the problem of adequate translation of terminology denoting academic honesty becomes particularly relevant due to terminological discrepancies, differences in educational traditions and legal norms between the Ukrainian and Western higher education systems. The study systematised the terms denoting academic dishonesty into five categories: violations related to plagiarism and intellectual property rights, violations related to dishonest authorship, falsifications and fabrications, violations during the educational process, and corruption violations. It was determined that commonly used concepts are translated using transcoding and tracing, while more complex conceptual terms are transmitted using descriptive translation or combined methods. The system of responsibility for violations of academic integrity was studied. Conclusions. The features of the translation of terms denoting academic dishonesty are determined by the context of their use, the stability of Ukrainian equivalents, and the need to maintain terminological accuracy. A promising direction for further research is the development of a comprehensive English-Ukrainian dictionary of academic integrity terms, which will contribute to the standardisation of terminology and the implementation of international principles of academic integrity in the Ukrainian educational space.