Educating or academic integrity: effectiveness of a digital resource on plagiarism awareness among postgraduate bioscience students

Plagiarism remains an ongoing and complex challenge in higher education, particularly among postgraduate taught (PGT) students who comprise great diversity of academic and cultural backgrounds. This study evaluates the effectiveness of a bespoke Moodle-based academic integrity training resource developed to enhance plagiarism literacy among life sciences PGT students at our UK-based institution. An online survey, combining quantitative and qualitative elements from closed and open-ended questions respectively, was conducted among life sciences PGT students (n = 139). Quantitative data analysis of closed question responses revealed that students with prior degrees from elsewhere (PDE) reported significantly lower confidence in their knowledge of plagiarism, the use and integration of source material and using Turnitin but more favourable perceptions with regards to enhancing their knowledge and understanding of plagiarism compared to those with prior degrees from the UK (PDUK) (p < 0.05). Qualitative, thematic analyses of open-ended responses indicated positive perceptions surrounding the clarity, accessibility, and interactivity of the resource but also demonstrated a need for additional inclusive design features and optional face-to-face support. Students highlighted confusion regarding what constitutes plagiarism, difficulty with referencing and uncertainty surrounding institutional policy and use of digital tools. These results underscore the need for a more inclusive and accessible approach towards academic integrity training for diverse PGT cohorts, with wider implications for institutional strategies to mitigate academic misconduct. Our key recommendation is for academic integrity training resources to be culturally sensitive, equitable and learner-friendly through the incorporation of varied and blended learning resources and opportunities.