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Competencies are translated into a questionnaire and tested with University of Ljubljana students to analyze attitudes, compare study levels, and statistically validate structure and reliability, while suggesting updates including artificial intelligence impacts.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Validating the Competency Profile for Teaching and Learning Research Integrity  \nJurij Selan*1 and Mira Metljak2  \n• Since research integrity is not external to research but an integral part of it, it should be integrated into research training. However, several hindrances regarding contemporary research integrity education exist. To address them, we have developed a competency profile for teaching and learning research integrity based on four assumptions: 1) to include all levels of study (BA, MA, and PhD); 2) to integrate research integrity into research education itself; 3) to address research integrity issues in context-specific practices; and 4) to pay particular attention to the ‘grey zone’ or questionable research practices. To assess the validity of the content of the competency profile and to determine if some adjustments to the profile are needed, we translated the competencies of the profile into items ofa measurement instrument (a questionnaire) and conducted a survey amongst University of Ljubljana students that allowed us to  \n1) obtain information about students’ attitudes toward issues of integrity in research; 2) analyse differences in these attitudes among BA, MA, and PhD students; and 3) statistically validate the competency profile and suggest possible improvements. The results showed that 1) students are highly aware of research integrity issues, as scores were high on all items assessed. However, there were some deviations to lower scores, especially in relation to questionable research practises, confirming our assumption that the ‘grey zone’ issues are those that should be particularly addressed and given special attention in contemporary research integrity education. 2) The differences in the attitudes of BA, MA, and PhD students showed that higher-level students showed significantly more awareness of integrity issues than lower-level students did, suggesting that research integrity issues should be given special attention atthe BA study level. 3) The measurement characteristics showed that the reliability of the questionnaire was very high, suggesting a good overall structure of the competency profile. The principal component analysis  \n1 *Corresponding Author. Faculty of Education, University of Ljubljana, Slovenia; [jurij.selan@pef.uni-lj.si](jurij.selan@pef.uni-lj.si).  \n2 National Institute of Biology, Ljubljana, Slovenia.  \nalso confirmed the four-field structure of the Competency profile (Values and Principles, Research Practise, Publication and Dissemination, and Violations). However, the analysis also showed that the substructure of the four main areas of the profile did not fully match the results of the factor analysis, suggesting that the distribution of competencies in the competency profile could be reconsidered, especially in the area of Research Practice. The most recent developments in the field of research integrity also suggest that the competency profile should be updated with issues regarding the impact of artificial intelligence on research integrity.  \nKeywords: competency profile, research integrity, responsible conduct of research, factor analysis, artificial intelligence  \nRazvoj in validacija kompetenčnega profila zapoučevanje in učenje raziskovalne integritete  \nJurij Selan in Mira Metljak  \n• Ker raziskovalna integriteta ni nekaj ločenega od raziskovanja, ampak njen sestavni del, jo je treba vključiti v usposabljanje na področju raziskovanja. Obstaja pa več ovir v povezavi s sodobnim izobraževanjem oraziskovalni integriteti. Da bijih odpravili, smo razvili kompetenčni profil za poučevanje in učenje raziskovalne integritete, ki temelji na štirihpredpostavkah: 1) vključiti vse stopnje študija (dodiplomski, magistrski in doktorski študij); 2) vključiti raziskovalno integriteto v raziskovanje; 3) obravnavati vprašanja raziskovalne integritete v kontekstualno specifičnih praksah; 4) ","cbCailPPoCyNOOBv","https://ap.wps.com/l/cbCailPPoCyNOOBv","pdf",337715,42,"English","# Developing and validating the competency profile\n## Assumptions and design of the profile\n## Questionnaire-based validation and survey\n## Results on awareness, differences, and measurement reliability\n## Factor structure and implications for future updates","[{\"question\":\"What assumptions guided the competency profile for research integrity education?\",\"answer\":\"The profile is designed to cover BA, MA, and PhD levels, integrate integrity into research education, address integrity issues through context-specific practices, and focus on “grey zone” or questionable research practices.\"},{\"question\":\"How was the competency profile validated?\",\"answer\":\"The competencies were translated into questionnaire items, and a survey was conducted among University of Ljubljana students to gather attitudes, compare across study levels, and statistically validate the profile while suggesting improvements.\"},{\"question\":\"What did the survey reveal about students’ awareness of research integrity issues?\",\"answer\":\"Students showed high overall awareness with high scores on assessed items, but lower scores appeared particularly for questionable research practices, supporting the need to emphasize grey-zone issues.\"}]","Developing and Validating the Competency Profile for Teaching and Learning Research Integrity | PDF",1792086838,106]