A Cross-Cultural Study on Teachers’ Views on Using Plagiarism Detection Tools for Sustainable Education in the Czech and Turkish Contexts

Abstract Plagiarism poses a significant challenge to academic integrity, and the advent of digital technologies has prompted the widespread adoption of plagiarism detection tools. This cross-cultural study investigates teachers’ perspectives on the use of plagiarism-detection tools for sustainable education in the contexts of the Czech Republic and Turkey. This research explores how educators in these distinct cultural and educational settings perceive the role of such tools in promoting sustainable education. By examining cross-cultural variations, the research aims to identify commonalities and differences in attitudes toward plagiarism detection and its impact on fostering a sustainable educational environment. Twenty preschool teachers from Turkey and twenty five preschool teachers from the Czech Republic participated in this study. They were required to respond to open-ended questions related to the use of plagiarism detection tools for sustainable education. The study employs a qualitative approach to gather comprehensive insights into teachers’ views on plagiarism detection. Participants from both countries share their experiences, concerns, and opinions on the effectiveness and ethical implications of utilizing these tools. As a last remark, some recommendations were made to policymakers, scientists, researchers, and teachers both in the Czech Republic and Turkey.