A Cross-Cultural Study on Teachers' Views on Using Plagiarism Detection Tools for Sustainable Education in the Czech and Turkish Contexts

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F24%3A10489100" target="_blank" >RIV/00216208:11210/24:10489100 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1QQ.g5lCcY" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1QQ.g5lCcY</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.2478/jtes-2024-0016" target="_blank" >10.2478/jtes-2024-0016</a>

Jazyk výsledku

angličtina

Název v původním jazyce

A Cross-Cultural Study on Teachers' Views on Using Plagiarism Detection Tools for Sustainable Education in the Czech and Turkish Contexts

Popis výsledku v původním jazyce

Plagiarism poses a significant challenge to academic integrity, and the advent of digital technologies has prompted the widespread adoption of plagiarism detection tools. This cross-cultural study investigates teachers&apos; perspectives on the use of plagiarism-detection tools for sustainable education in the contexts of the Czech Republic and Turkey. This research explores how educators in these distinct cultural and educational settings perceive the role of such tools in promoting sustainable education. By examining cross-cultural variations, the research aims to identify commonalities and differences in attitudes toward plagiarism detection and its impact on fostering a sustainable educational environment. Twenty preschool teachers from Turkey and twenty five preschool teachers from the Czech Republic participated in this study. They were required to respond to open-ended questions related to the use of plagiarism detection tools for sustainable education. The study employs a qualitative approach to gather comprehensive insights into teachers&apos; views on plagiarism detection. Participants from both countries share their experiences, concerns, and opinions on the effectiveness and ethical implications of utilizing these tools. As a last remark, some recommendations were made to policymakers, scientists, researchers, and teachers both in the Czech Republic and Turkey.

Název v anglickém jazyce

A Cross-Cultural Study on Teachers' Views on Using Plagiarism Detection Tools for Sustainable Education in the Czech and Turkish Contexts

Popis výsledku anglicky

Plagiarism poses a significant challenge to academic integrity, and the advent of digital technologies has prompted the widespread adoption of plagiarism detection tools. This cross-cultural study investigates teachers&apos; perspectives on the use of plagiarism-detection tools for sustainable education in the contexts of the Czech Republic and Turkey. This research explores how educators in these distinct cultural and educational settings perceive the role of such tools in promoting sustainable education. By examining cross-cultural variations, the research aims to identify commonalities and differences in attitudes toward plagiarism detection and its impact on fostering a sustainable educational environment. Twenty preschool teachers from Turkey and twenty five preschool teachers from the Czech Republic participated in this study. They were required to respond to open-ended questions related to the use of plagiarism detection tools for sustainable education. The study employs a qualitative approach to gather comprehensive insights into teachers&apos; views on plagiarism detection. Participants from both countries share their experiences, concerns, and opinions on the effectiveness and ethical implications of utilizing these tools. As a last remark, some recommendations were made to policymakers, scientists, researchers, and teachers both in the Czech Republic and Turkey.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Teacher Education for Sustainability

ISSN

1691-4147

e-ISSN

1691-5534

Svazek periodika

26

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

LV - Lotyšská republika

Počet stran výsledku

20

Strana od-do

54-73

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85219668698