Minimizing the Trends of Plagiarism among Prospective Special Education Teachers: A Way Forward towards Academic Integrity

Purpose: Plagiarism is a real threat to academic integrity at higher education levels. This study seeks to minimize the trends of plagiarism among prospective special education teachers.Methodology: This study was qualitative and exploratory. Study sample consisted of special education teachers (N = 10), teaching at higher education levels. Sample included males (N =02) females (N = 08). A semi-structured interview protocol was administered as an instrument with purposive sampling technique. Instrument validity was examined by experts' opinion (N = 03), while instrument's reliability was assured through an extensive literature review. The interviews were conducted after complying with the ethics of research. Responses of participants were recorded and transcribed for data analysis. Data was analyzed through coding thematic analysis after applying the open coding technique.Findings: Four (4) major themes have emerged from the data analysis. Negative relations, students’ involvement in plagiarism, consequences of plagiarism, and curtailing plagiarism. Avoidance of hard work, academic background, no reading habits, and inadequate concept of plagiarism, are the nature of the relationship that exists between prospective special education teachers and plagiarism.Implications: This study recommends appropriate motivational support, Advanced reading habits, and an understanding of the plagiarism concept.