DESIGNING EVIDENCE BASED TASKS TO SUPPORT EPISTEMICAUTONOMY AND ACADEMIC INTEGRITY IN HIGHER TEACHEREDUCATION

Abstract

This extended abstract proposes a task design for supporting epistemic autonomy and academic integrity among pre-service teachers in higher education. It addresses the difficulty of inferring responsible knowledge practices from polished final assignments alone. A conceptual synthesis of research on epistemic thinking, digital source evaluation and assessment informs a six-stage task cycle. The proposed outputs make source selection, evidence evaluation, revision and attribution visible. An assessment
profile separates epistemic justification from integrity-related practices. No intervention was conducted; the design offers a basis for piloting rather than evidence of effectiveness