The article presents an analytical review of modern domestic and foreign research on the sociology of corruption and the psychology of a corrupt person. The necessity of an interdisciplinary study of attitudes towards corruption as well as mental and situational prerequisites for corrupt behavior is substantiated. The empirical results presented in the article are based on data from a large-scale survey conducted in 2018 by experts from the All-Russian “Znanie” Society in cooperation with the National Education Resources Foundation. As a result of the study, a detailed picture of Russians’ ideas about the essence and causes of corruption in Russia, typical behavioral reactions to corrupt situations, and the degree of the citizens’ interest in overcoming corruption was obtained. In the course of a survey of Russians, the dominant ideas about the consequences of corrupt actions were revealed, and feedback was obtained on the effectiveness of methods to fight corruption. There are contradictions in the attitude of the Russians to corruption, which were revealed. The overwhelming majority of respondents avoids corrupt behavior and understand the costs of corruption for the country’s economy and social development. Almost half of the respondents consider corrupt practices an immoral act, but they will not hesitate to violate legal and cultural norms when it comes to the threat to life and specialized medical care for themselves and loved ones. With a high degree of condemnation of corrupt behavior and recognition of severe punishment of corrupt officials as the most effective measures, the Russians are practically not ready to support the institutions of control and punishment, to participate in the suppression of corruption. The results obtained can be useful for the continued search for reasons of why Russians have a relatively tolerant attitude towards corruption, as well as the reasons for their involvement in corrupt behavior.

Проблемы имплементации искусственного интеллекта в сфере образования На сегодняшний день неизбежным стало внедрение искусственного интеллекта и роботов в экономику, производство, образование, науку, здравоохранение и другие сферы жизнедеятельности. Человек как объект, влияющий на ход производственного цикла, заменяется программами, которые определяют по цифровым алгоритмам образ мышления искусственного интеллекта и поведение роботов. В связи с этим тема исследования внедрения искусственного интеллекта становится весьма злободневной. Целью данного исследования явилась попытка анализа разнообразия используемых в настоящее время различных определений понятия «искусственный интеллект», применения искусственного интеллекта в сфере образования, а также результатов проведенного в августе 2019 года социологического опроса на тему «Отношение россиян к искусственному интеллекту». В ходе онлайн опроса было опрошено 3 739 человек. В результате проведения социологического исследования выявлено отношение россиян к содержанию понятия «искусственный интеллект», необходимости его контроля со стороны человека, определены наиболее востребованные, с точки зрения респондентов, области знаний, в которых человек мог бы эффективно взаимодействовать с искусственным интеллектом, а также сферы общественной и личной жизни, в которых его присутствие было бы неприемлемо [74% респондентов против участия искусственного интеллекта в уголовном судопроизводстве]. Научная новизна настоящего исследования заключается как в замере общественного мнения касаемо отношения россиян к искусственному интеллекту и интерпретации его результатов, так и в обобщении теоретических вопросов по теме, в том числе зарубежных исследований в сфере применения искусственного интеллекта в области образования и обучения. Практическая значимость результатов состоит в одновременном изучении опыта западных стран, внедряющих ИИ в сфере образования, а также учете мнения россиян в отношении его имплементации. Ключевые слова: искусственный интеллект, проблемы внедрения искусственного интеллекта, обучение и образование, фобии и барьеры имплементации искусственного интеллекта, онлайн-опрос, этические аспекты внедрения искусственного интеллекта Перспективы Науки и Образования Международный электронный научный журнал

This article analyzes the changes in parental perceptions of the digitalization of school education based on a comparison of data from the 2018 nationwide study and the 2020 regional study of the forced distance format implemented in response to the pandemic caused by the new coronavirus infection COVID-19. It is shown that parental ideas about the digitalization of school education, which have specific features of formation, are an important factor in the success of the transformation of the educational process. It is noted that in the situation of a forced transition to distance learning, the level of digitalization of school education is assessed by the interviewed parents as insufficient (inadequate) due to insufficient qualifications of teachers and technical understaffing of school equipment and software. The results of informatization are generally positively assessed by the majority of parents, while they believe that digitalization has opened up significant additional opportunities (especially in teaching children with disabilities), but has not solved many of the problems associated with teaching children.

Introduction. The problem of professional burnout of teaching staff is especially relevant. Despite the numerous publications on this topic, there are practically no studies on the perception of leadership in the school environment and its impact on the emotional burnout of Russian teachers. The purpose of the research paper is to determine the relationship between the perception of school leadership and emotional burnout with the level of organizational commitment of teachers, as well as the relationship of emotional burnout and the perception of school leadership with the intentions of Russian teachers to change their profession. Materials and Methods. The following methods were used for the analysis: a questionnaire for assessing professional burnout (C. Maslach), a scale of subjective well-being of a teacher (T. Renshaw), a questionnaire on the perception of school leadership in schools and the city’s education department (K. Crosby), the confidence level questionnaire (L. G. Pochebut), the scale of organizational commitment (R. Collie). 426 teachers from the regions of Russia took part in the survey. The SPSS 19.0 software was used for data processing. Results. The analysis of foreign publications allowed us to summarize that emotional burnout is negatively associated with teachers’ support of learners, with parental relationships, and it is also associated with low learners’ performance in many subjects and insufficient level of skills to be gained in learning. In addition, emotional burnout correlates with learners’ aggressiveness, hyperactivity and attention problems, but is not associated with emotional distress (anxiety, depression and emotional control), and also negatively correlates with a positive outlook (optimism and subjective perception of happiness). The majority of respondents do not regret their chosen profession and remain faithful to it, considering themselves competent, and their teaching methods effective and successful. Emotional burnout is expected to be higher among those teachers who consider their professional choice to be erroneous. In addition, emotional burnout is negatively associated with the organizational commitment of teachers. Comparative analysis has shown that Moscow teachers have a more developed reduction of personal achievements, and teachers from other regions have a more obvious depersonalization. The degree of hostility and the level of trust were expected to be interrelated with professional burnout among teachers. Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher's work and his professional training in terms of understanding the phenomena of perception of the status of a leader and emotional burnout among teachers. The materials of the article will be useful to teachers and the pedagogical community involved in the teacher training system.

Based on a review of publications of Russian and foreign researchers, the authors highlight the most significant topics on the deontology of university life. The article presents the results of an analysis of the texts of ethical codes of some leading universities in Russia (National Research University Higher School of Economics, Moscow State University, St. Petersburg State University, Kazan Federal University, Ural Federal University), as well as the results of an online survey (N = 297) of teachers of these universities. The survey was conducted to study the attitude of the teaching staff towards the tools for standardizing the moral culture of universities and the implementation of the values enshrined in the ethical standards of universities and ideals of academic community. Conclusions are made about the ethical attitudes of teachers and the effectiveness of moral regulation, as well as proposals for improving the ethical codes of universities are made.