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The article explores the methodological foundations of academic integrity formation. It analyzes the connection between academic integrity and the goals of sustainable development of education and science. The essence of academic integrity is described in unity with academic culture. It is proved that the methodological basis for the formation of academic integrity is three approaches: ethical, normative-legal, and instrumentalist. The essence of the ethical approach lies in adhering to the basic virtues for the formation of academic integrity among students, namely: adherence to the principle of fairness and ethics of responsibility for their academic activities. The normative-legal approach to the formation of academic integrity lies in the formation of legal culture and the ability to distinguish academic plagiarism and copyright infringement as a type of intellectual property right. An important methodological aspect of the formation of academic integrity is the popularization of the legal framework and the cultivation of responsibility for violations of legal and moral norms, understanding legal liability for dishonest acts in the academic environment. The instrumentalist approach aims at studying the essence of the socialization process, including educational methods, pedagogical technologies for the formation of academic integrity among higher education students. A correlation is made between the concepts of habitus and socialization, habitus and upbringing. Habitus, as a source of objective practices, includes ethical principles and is associated with an understanding of the concepts of justice and injustice. Academic integrity should be woven into a person's habitual practices, perceived as a cultural habit that is cultivated in society and constantly maintained. The article analyzes value-oriented education, where values are defining for personal growth and self-realization. It emphasizes the need to guide students during the educational process towards the right value direction. Key words: academic integrity, academic culture, sustainable development, ethical approach, normative-legal approach, educational habitual practices, value approach in education.
Додонова et al. (Sat,) studied this question.