PurposeThe purpose of this paper, which is a part of a PhD thesis, is to detect problems associated with the risk‐based approach to anti‐money laundering (AML), as well as present ways to improve the risk‐based approach.Design/methodology/approachThe method is law and economics. The PhD thesis itself is also based on a comparative analysis of the Danish and British AML regimes.FindingsThe main findings are: failure to develop adequate risk‐based AML systems, taking into account varying levels of money laundering risk, is not only to be considered in the context of legal risk but also and more importantly in the context of integrity risk; anti‐money laundering (AML) has to be made part of financial and non‐financial institutions' corporate social responsibility policies; the Risk Analysis Manual provided by the Central Bank of The Netherlands lists very specific and comprehensive assessment criteria for a broad range of risks facing financial institutions. This manual could be considered by international bodies and individual financial institutions in informing their risk control; due to their intelligence access, cross‐national agreements of cooperation and exchange of information and contacts to multiple stakeholders, financial intelligence units are better placed in educating financial institutions on AML matters by means of regular typology publications and other guidance based on SARs and other intelligence; and AML considerations should be incorporated in other areas of law, such as immigration law concerning wealthy individuals, if the AML regime is to achieve its intended impact.Originality/valueThe paper highlights how the AML regime in general and the risk‐based approach in particular could be improved so as to meet concerns of both regulatory authorities and regulated entities.

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Th e article is devoted to the problem of specifi cation of approaches to the design and implementation of electronic educational courses in conditions of continuously and dynamically changing digital information and learning environment of the modern university. Based on the results of the content analysis of the digital infrastructure and regulatory documentation of the Siberian Federal University and the discursive analysis of the leading trends in the fi eld of digital education, necessary conditions for a successful professional pedagogical activity are described. On the basis of smart education principles, possible solutions to the problems of teaching at university, such as personifi cation of teaching, project-oriented courses and initiating the launch of mechanisms for students' informal self-education are synthesized and justifi ed.

Purpose of research. The purpose of the paper is to describe the features of the "inverted" educational resources intended for the implementation of additional subject training of schoolchildren in a distance mode, which are created on the basis of the concepts of the problem-solving approach and micro-learning. Distance learning technologies, widely introduced into educational practice, require a high level of self-organization and internal motivation from the student to work independently, which necessitates the search for new approaches to the development of educational resources that would help maintain the interest and attention of students until the end of training. Features of the generation of modern schoolchildren, such as a low level of concentration, the prevalence of "clip way of thinking" and the visual channel of information perception, the search for the most comfortable conditions for the * Исследование выполнено при поддержке краевого государственного автономного учреждения «Красноярский краевой фонд поддержки научной и научно-технической деятельности» в рамках реализации проекта №2021011106914 «Образовательная трансформационная Платформа «перевернутых» учебных ресурсов для дистанционного обучения школьников».

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