Keyword: knowledge

ABSTRACT: Research on academic dishonesty has predominantly framed misconduct as individual deviation or institutional governance failure. Less attention has been given to how knowledge itself is reorganised within digitally mediated and performance-driven university systems. This article addresses that gap by examining academic dishonesty in Vietnamese higher education as a configuration of knowledge circulation rather than solely as rule violation. The study draws on survey data from 500 undergraduate students across five universities in Hanoi and 20 semi-structured interviews with lecturers and academic administrators. Quantitative analysis maps the distribution of dishonest practices across institutional and disciplinary contexts, while qualitative accounts trace how these practices are rationalised and stabilised within routine academic exchanges. Findings indicate that misconduct concentrates in low-visibility coursework and collaborative settings where grade pressure, relational obligation, and infrastructural accessibility intersect. Rather than conforming to a single ethical model, academic dishonesty emerges through overlapping regimes of valuation in which knowledge is alternately commodified, reciprocated, and institutionally regulated. The analysis reframes academic dishonesty as a patterned reorganisation of knowledge legitimacy under contemporary educational conditions, contributing a structural account that complements existing individual- and governance-centred explanations.

ABSTRACT: This study profiles the knowledge and utilisation of evidence-based practices (EBPs) among basic school teachers in the Effutu Municipality, with a particular focus on their application in inclusive classrooms. A total of 480 teachers participated, responding to a carefully developed questionnaire that assessed both their understanding and instructional use of EBPs. The results indicated that, on average, teachers possessed a high level of knowledge of EBPs, with mean scores for all EBPs exceeding the criterion mean of 2.50. Furthermore, a relatively even distribution was observed between teachers reporting low (50.2%) and high (49.8%) usage of EBPs in their instructional methods. The independent sample t-test results revealed no statistically significant difference between male and female teachers’ knowledge of EBPs and their reported use of EBPs. The findings suggest that basic school teachers use EBPs in inclusive classrooms. However, the distribution of usage levels highlights the need for tailored professional development programmes, peer collaboration, monitoring mechanisms, and resource allocation to enhance the quality and consistency of inclusive education practices.