<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092025000100210</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.20.25506.066</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Deshonestidad académica en los estudios de posgrado: revisión crítica de la investigación actual]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic Misconduct in Postgraduate Studies: A Critical Review of Current Research]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desonestidade acadêmica nos estudos de Pós-Graduação: revisão crítica da pesquisa atual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallent-Torres]]></surname>
<given-names><![CDATA[Cinta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sureda-Negre]]></surname>
<given-names><![CDATA[Jaume]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="A1a">
<institution><![CDATA[,Universitat de les Illes Balears  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de les Illes Balears  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092025000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092025000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092025000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La deshonestidad académica, definida como cualquier comportamiento intencional que vulnera los principios éticos de las instituciones educativas, es un fenómeno que merece especial atención a nivel de posgrado. Su estudio es fundamental para comprender las prácticas fraudulentas en las que incurre el alumnado, los factores que las motivan y las medidas implementadas para combatirlas. Este artículo analiza el estado actual de la investigación en torno a la deshonestidad académica en estudiantes de tercer ciclo. Concretamente, busca identificar las prácticas ilícitas más frecuentes señaladas por los distintos informantes consultados (alumnado, profesorado y responsables académicos), examinar los factores que las motivan y describir las medidas que las universidades adoptan para hacer frente a este fenómeno. Para ello, se realiza una revisión sistemática y crítica de la literatura, siguiendo las directrices del modelo PRISMA. Mediante la consulta a cuatro bases de datos (Web of Science, Scopus, Dialnet y Eric), se localizaron 594 artículos publicados entre 2020 y 2024, de los que, de acuerdo con el criterio de incluir solo aquellos estudios cuyo análisis se ha realizado exclusivamente con población de posgrado, se seleccionaron 27 para su análisis. De ellos, se concluye que las prácticas más frecuentes son el plagio, la autoría indebida y la manipulación de datos. Entre los principales factores que las impulsan se encuentran la presión por publicar, el aislamiento académico, la falta de formación ética y las jerarquías de poder. Aunque predominan las medidas punitivas, comienzan a consolidarse estrategias preventivas centradas en la sensibilización, la formación y el acompañamiento docente. La revisión subraya la necesidad de articular políticas que combinen marcos normativos, prevención y una cultura ética compartida, con el fin de garantizar la calidad y sostenibilidad de la formación de posgrado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Academic misconduct, defined as any intentional behavior that violates the ethical principles of educational institutions, is a phenomenon that deserves special attention in the field of postgraduate studies. Its study is essential to understand the fraudulent practices committed by students, the factors that motivate them, and the measures implemented to combat them. This article aims to analyze the current state of research on academic dishonesty among postgraduate students. Specifically, it seeks to identify the most common illicit practices reported by different informants (students, faculty, and academic heads), analyze the factors driving these behaviors, and describe the measures universities adopt to address this issue. To this end, a systematic and critical review of the literature was conducted, following the guidelines of the PRISMA model. By consulting four databases (Web of Science, Scopus, Dialnet, and Eric), 594 articles published between 2020 and 2024 were identified, of which, according to the criterion of including only those studies whose analysis was carried out exclusively with postgraduate populations, 27 were selected for analysis. From these, it is concluded that the most frequent practices are plagiarism, inappropriate authorship, and data manipulation. Among the main driving factors are the pressure to publish, academic isolation, lack of ethical training, and power hierarchies. Although punitive measures predominate, preventive strategies focused on awareness-raising, training, and faculty support are beginning to take shape. The review highlights the need to articulate policies that combine regulatory frameworks, prevention, and a shared ethical culture to ensure the quality and sustainability of postgraduate education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A desonestidade acadêmica, definida como qualquer comportamento intencional que viole os princípios éticos das instituições educacionais, é um fenômeno que merece atenção especial no âmbito dos estudos de pós-graduação, particularmente em um contexto marcado pela digitalização e pelo avanço da inteligência artificial. Seu estudo é fundamental para compreender as práticas fraudulentas em que os alunos incorrem, os fatores que as motivam e as medidas implementadas para combatê-las. Este artigo se propõe a analisar o estado atual da pesquisa sobre a desonestidade acadêmica em estudantes de pós-graduação. Especificamente, busca identificar as práticas ilícitas mais frequentes apontadas pelos diferentes informantes consultados (alunos, professores e responsáveis acadêmicos), analisar os fatores que as motivam e descrever as medidas que as universidades adotam para enfrentar esse fenômeno. Para isso, realiza-se uma revisão sistemática e crítica da literatura, seguindo as diretrizes do modelo PRISMA. Através da consulta a quatro bases de dados (Web of Science, Scopus, Dialnet e Eric), foram localizados 594 artigos publicados entre 2020 e 2024, dos quais, de acordo com o critério de incluir apenas aqueles estudos cuja análise foi realizada exclusivamente com população de pós-graduação, selecionaram-se 27 para análise. Destes, conclui-se que as práticas mais frequentes são o plágio, a autoria indevida e a manipulação de dados. Entre os principais fatores que as impulsionam estão a pressão para publicar, o isolamento acadêmico, a falta de formação ética e as hierarquias de poder. Embora predominem as medidas punitivas, começam a consolidar-se estratégias preventivas centradas na sensibilização, na formação e no acompanhamento docente. A revisão sublinha a necessidade de articular políticas que combinem marcos normativos, prevenção e uma cultura ética partilhada, a fim de garantir a qualidade e a sustentabilidade da formação de pós-graduação.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Deshonestidad académica]]></kwd>
<kwd lng="es"><![CDATA[Integridad académica]]></kwd>
<kwd lng="es"><![CDATA[Estudios de posgrado]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Revisión sistemática]]></kwd>
<kwd lng="en"><![CDATA[Academic misconduct]]></kwd>
<kwd lng="en"><![CDATA[Academic integrity]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate studies]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Systematic review]]></kwd>
<kwd lng="pt"><![CDATA[Desonestidade académica]]></kwd>
<kwd lng="pt"><![CDATA[Integridade académica]]></kwd>
<kwd lng="pt"><![CDATA[Estudos de pós-graduação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Revisão sistemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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