Reinterpreting Indigenous Ethical Principles for Academic Integrity in Higher Education: An Indian Knowledge System Perspective

Abstract

Academic integrity has emerged as a critical concern in contemporary higher education due to increasing cases of plagiarism, data manipulation, contract cheating, and unethical research practices. While global frameworks emphasize codes of conduct, digital surveillance tools, and institutional policies, such approaches often remain compliance-driven rather than value-driven. In contrast, the Indian Knowledge System (IKS) offers a deeply rooted ethical framework that integrates moral conduct, self-discipline, and knowledge responsibility as essential dimensions of education. This paper reinterprets indigenous ethical principles—such as Satya (truthfulness), Dharma (righteous conduct), Āchāra (ethical behavior), Svādhyāya (self-learning), and the Guru–Shishya tradition—as foundational pillars for strengthening academic integrity in higher education. It argues that academic honesty is not merely a regulatory requirement but a moral and spiritual commitment toward knowledge creation and dissemination. By adopting a conceptual and critical approach, the study integrates philosophical insights from IKS with contemporary debates on research ethics and higher education governance. It further proposes a conceptual framework that aligns indigenous ethical values with modern academic practices. The paper concludes that embedding value-based education inspired by IKS can significantly enhance ethical awareness, reduce academic misconduct, and foster responsible scholarship in global higher education contexts.