Training in scientific integrity continues to be an important topic in universities and other research institutions. Its main goal is to prevent scientific misconduct and promote good scientific practice. However, there is still no consensus on how scientific integrity should be taught. Moreover, the perspective of those who receive such training is often underrepresented. Yet it is precisely their interests and needs that must be considered when developing educational programs. Against this backdrop, we conducted a mixed-methods study with the goal of capturing students’ perspectives on the teaching of scientific integrity. Using our online Scientific Integrity course, we explore what specific aspects of digital teaching on scientific integrity are valued, and explore other topics of interest from students’ perspectives on scientific integrity. The article presents (1) students’ self-assessment before (Q1) and after (Q2) taking the online Scientific Integrity course at the RWTH Aachen University in Germany (2) students’ feedback on the course format, video, exam, organization, and support (Q2) (3) a list of other topics of interest in the area of scientific integrity (Q2). The research outcomes demonstrate an improvement in the study participants’ self-assessment after following the online course and there is a general satisfaction among the students in regard to the course digital format and its components although a desire to have more exchange and discussion was expressed. Further topics of interest in the area of scientific integrity that study participants would like to learn about have a practical appeal and among others include research pressure, examples of applications, preventive measures, theory of science, citation rules, funding of university research. Although the results relate to our course, they provide insight into students’ perspectives on online teaching of scientific integrity. Thus, they may be helpful to higher education institutions developing online courses on scientific integrity that are tailored to university students.

科学诚信培训仍然是大学和其他研究机构的一个重要话题。其主要目标是防止科学不当行为并促进良好的科学实践。然而，对于如何教授科学诚信仍没有达成共识。此外，接受此类培训的人的观点往往代表性不足。然而，在制定教育计划时必须考虑到他们的利益和需求。在此背景下，我们进行了一项混合方法研究，旨在了解学生对科学诚信教学的看法。通过我们的在线科学诚信课程，我们探讨了科学诚信数字化教学的哪些具体方面受到重视，并从学生对科学诚信的角度探讨了其他感兴趣的主题。文章介绍了 (1) 学生在参加德国亚琛工业大学在线科学诚信课程之前 (Q1) 和之后 (Q2) 的自我评估 (2) 学生对课程格式、视频、考试、组织、和支持 (Q2) (3) 科学诚信领域其他感兴趣主题的列表 (Q2)。研究结果表明，参加在线课程后，研究参与者的自我评估有所改善，学生对课程数字格式及其组成部分普遍满意，但也表达了进行更多交流和讨论的愿望。研究参与者希望了解的科学诚信领域的其他感兴趣的主题具有实际吸引力，其中包括研究压力、应用示例、预防措施、科学理论、引用规则、大学研究资助。尽管结果与我们的课程相关，但它们提供了学生对科学诚信在线教学的看法的见解。因此，它们可能有助于高等教育机构开发针对大学生的科学诚信在线课程。