The global surge in academic misconduct during the COVID-19 pandemic, exacerbated by remote teaching and online assessment, necessitates a comprehensive understanding of the multidimensional aspects and stakeholders' perspectives associated with this issue. This paper addresses the prevalent use of answer-providing sites and other types of academic misconduct, underscoring the challenge of detecting all or most of the student misconduct. Exploring factors such as faculty inexperience in remote teaching and assessment, the paper advocates for proactive measures to preserve integrity in education. Emphasizing the need for a culture of integrity beyond traditional classrooms, the paper reviews existing models, then details steps to create a framework using the International Labour Organization (ILO)’s TREE training method. It presents the IEPAR framework (Inspiration, Education, Pedagogical considerations, Assessment design, Response and Restorative practice), and assesses its effectiveness. Incorporating faculty feedback, the paper concludes with evidence-based findings, positioning the IEPAR framework as a robust approach for addressing academic misconduct and fostering a culture of academic integrity in higher education through responsible training of all stakeholders.

COVID-19 大流行期间，全球学术不端行为激增，远程教学和在线评估加剧了这种行为，因此有必要全面了解与此问题相关的多维方面和利益相关者的观点。本文讨论了普遍使用的答案提供网站和其他类型的学术不端行为，强调了检测全部或大部分学生不端行为的挑战。该文件探讨了教师在远程教学和评估方面缺乏经验等因素，主张采取积极措施来维护教育诚信。该论文强调了传统课堂之外的诚信文化的必要性，回顾了现有模型，然后详细介绍了使用国际劳工组织 (ILO) 的 TREE 培训方法创建框架的步骤。它介绍了 IEPAR 框架（启发、教育、教学考虑、评估设计、反应和恢复性实践），并评估其有效性。该论文结合了教师的反馈意见，得出了基于证据的调查结果，将 IEPAR 框架定位为解决学术不端行为的有力方法，并通过对所有利益相关者进行负责任的培训，在高等教育中培育学术诚信文化。