Introduction:

Universities have an essential role in shaping scientific integrity in their students. Despite its importance, few interventions have been studied to improve it.

Objective:

To evaluate the effects of an educational intervention on scientific integrity in university students in the southern region of Peru.

Methodology:

An educational intervention was applied in three phases (pretest, intervention, and post-test). Robust comparison tests were applied for dependent samples, as well as AKP effect size measures. Mixed ANOVA tests were applied. Pairwise comparisons were used using Bonferroni's adjusted p. method.

Results:

A total of 402 students (63.93% female) participated. The comparison of dependent samples between the post-test and pretest measures found statistically significant differences in the knowledge dimension (tyuen = 3.93; gl = 240; p < .001; AKP = 0.22 ) and in the practical dimension (tyuen = 4.88; gl = 240; p < .001; AKP = 0.30 ) and region (2,392) = 4.16, p < .001, η2 = 0.008.

Discussion:

The intervention was effective according to the post-test evaluation, with some regional differences.