Keyword: «academic fraud»

The relevance of this study is due to the emergence of new concepts of academic ethics associated with the digital transformation of education and the widespread introduction of the latest information and communication technologies in training, including the use of generative artificial intelligence (large language models, chatbots, virtual assistants, etc.). The aim of the study is to systematize and describe the meanings of the most common concepts that reveal the ethical issues of implementing digital technologies in the higher education system, including issues of plagiarism, copyright infringement, shadow authorship of scientific publications and other imitation practices in the academic environment. The methodological basis of the study was the use of axiological, linguopedagogical and interdisciplinary approaches. The author relied on a set of theoretical and empirical methods typical for scientific, pedagogical and linguistic research, including content analysis of scientific and pedagogical literature texts, the method of analyzing keywords and abstracts of scientific publications, methods of systematization and classification of terminology, and the method of semantic analysis. The results of the study consist in identifying and systematizing the most common pedagogical concepts related to the terminological sphere of digital axiology and the phenomena of academic dishonesty and academic fraud in the educational space of higher education. The article discusses ways to replenish the conceptual sphere of pedagogical science in the era of artificial intelligence and total digitalization of educational activities. The article describes the origin and meaning of the terms "copy-paste", "ghostwriting", "shadow authorship", "academic fraud", "academic misconduct", "imitations in education", "digital ethics", "AI plagiarism", "neuroplagiarism", etc. The theoretical significance of the study lies in identifying new approaches to the study of pedagogical terminology in the context of informatization of education, as well as in describing the ways of replenishing the terminological sphere of academic discourse related to axiological issues. The practical significance lies in the opportunity to initiate teachers and students of pedagogical training areas into conceptual ideas that have entered the space of pedagogical discourse in connection with the informatization and digitalization of the education sphere.