Abstract
The article initially indicates the features of public danger and conditionality of corruption in the field of education. Further, the widespread corruption acts in the teaching environment are analyzed, such as: receiving remuneration for giving positive marks on the exam; official forgery; abuse of official powers. Separate criteria for finding the boundaries between corruption and noncorruption in teaching are also determined from the standpoint of implementing the principle of expediency in teaching. Next, some aspects of the use of digital technologies in educational institutions are considered from the standpoint of preventing corruption in the field of education: the “pros” and “cons” of using information (computer) technologies in the learning process are analyzed. In particular, it is noted that the use of online technologies in the process of passing/ taking exams and tests, defending term papers and final qualifying papers minimizes the possibilities of direct (“live”) communication between the teacher and the student, as well as provide additional opportunities to check the quality of passing / taking exams in the form of electronic records in the information network. As the “disadvantages” of using digital technologies in the educational process, it is indicated that the student has the opportunity to use additional material directly when preparing and answering questions, in other words, to write off, peek, etc. It is stated that this fact, although it reduces corruption risks, does not improve the quality of education itself.
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