Abstract

This study examines the interplay between academic integrity and information literacy by comparing Can Tho University’s Academic Integrity Regulations (promulgated in 2024) with the Big6 Information Literacy Model. Although the Regulations are designed to govern the conduct of the entire academic community - including faculty, researchers, and learners - this paper focuses primarily on students to ensure alignment with the pedagogical nature and problem-solving processes inherent in the Big6 Model. Utilizing document analysis and comparative methods, the research elucidates the compatibility and reciprocal mechanisms between these two frameworks. The findings reveal a robust bidirectional relationship: while the Regulations serve as the legal and regulatory foundation establishing ethical standards, the Big6 Model provides the specific tools and operational procedures for learners to actualize those standards. However, the study identifies a critical gap: the Regulations are predominantly punitive and product-oriented, whereas the Information Literacy Model emphasizes a developmental and preventive process. The results suggest that the systematic integration of information literacy training programs, based on models such as the Big6, is a prerequisite for the effective enforcement of academic integrity regulations. Furthermore, the study proposes synchronized solutions for the University, the Library, faculty, and learners to bridge the gap between the Academic Integrity Regulations and information literacy skills. These findings contribute a theoretical basis for shifting the paradigm from compliance management to preventive education, asserting the role of information literacy as an essential tool for fostering sustainable academic integrity.