EXPLORING UNIVERSITY STUDENTS’ INTERNALISATION OF INTEGRITY THROUGH THE INTEGRITY AND ANTI-CORRUPTION COURSE (KIAR)
DOI:
https://doi.org/10.55197/qjssh.v7i5.1710Keywords:
experiential pedagogy, affective domain, internalisation of integrity, qualitative, Malaysian StudiesAbstract
This study explored students’ attitudes towards integrity prior to taking the course, students’ internalization process of integrity after experiencing the Integrity and Anti-Corruption Course and the students' evaluations of the Integrity and Anti-Corruption Course in promoting the value of integrity beyond the university setting. By employing the qualitative research design using focus group discussions (FGD), the findings revealed three key stages of the integrity development. First, students initially perceive integrity as honesty, personal morality and adherence to values which were shaped by family and religious upbringing. Second, the students highlighted experiential pedagogical approaches such as case studies, role-playing activities, and discussions on real-world corruption cases. Third, majority of the students evaluated the course positively for preparing them for future professional roles while recommending more relatable case studies to their life and future professions, experiential learning opportunities, and engagement with industry practitioners and government agencies. This study contributes to the growing discourse on experiential and critical pedagogies, the subject of KIAR, ethics and government policies that advocates for anti-corruption and integrity which support the internalization of integrity as one’s identity and value system.
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Copyright (c) 2026 SYAHIDA JOHAN, NABILAH BINTUL HUDA LUTPI, FARIDATUL BARIZA MD NASIR, SYAHIDA CHE LAH, FATIMAH TAJUDDIN
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