The Relationship between Ideological and Political Education and Students’ Social Responsibility

The article considers the problem of formation and development of social motives and social responsibility in students. This problem becomes especially relevant in the current level of social, scientific, technical, information development of our country. On their own initiative, young people take part in public democratic movements for the preservation of peace, justice, advocacy for nature, the world around them, women’s rights, student youth and more. At the same time, changes in socio-economic and international relations require a rethinking of what has been achieved in the formation of social responsibility in young people, the development of new approaches to solving this problem. After all, today’s youth will be the basis of civil society in the near future. The formation of social motives and social responsibility is a long process. At each stage of human life, they are “born”, developed and improved. It is conditionally possible to allocate 3 stages of their formation: emergence of ideals, formation of world outlook and search of self-affirmation. At the first stage, a person (child) has a desire to get emotionally close to an image or a real person who is ideal for him. Most of the ideals for children are characters from movies and literature. In the second stage, identification for young people ceases to be sufficient. They begin to “land” their ideals and reflect on the meaning of life. The reassessment of one”s own personality begins, worldviews are formed, social relations are understood, and one”s place in society is sought. Parents, teachers, the public must help, direct the “search for yourself” in a personally and socially useful direction. The third stage, in our opinion, is the formation of social motives and social responsibility in higher education institutions. That is why it is important to formulate the pedagogical conditions for their effective work in this direction. These theses were the starting point when writing the article. The authors consider two areas of problem solving – the formation of social motives and social responsibility in educational teams (classes, universities) and in the process of civic activity. It is proposed to monitor the success of the pedagogical impact on the socialization of schoolchildren and students by using the criteria and indicators proposed by the authors of the article. Key words: social motives, social responsibility, social consciousness, civic activity, monitoring.

Forming the future specialist’ social responsibility during the studies is an urgent problem of higher education, as social responsibility is an important personal characteristic that is directly related to solving professional and life problems. The formation of students’ social responsibility is influenced by many factors, one of which is the activities of student self-government. Goal. The determination of the role of student self-government bodies in the university environment and in the students’ social responsibility formation. Methodology. The use of situations of involving in real professional-labor relations, participation in competitions, exhibitions, solving production tasks, example of life and activity of senior colleagues, collective labor actions and courses and groups is a powerful integrative factor that contributes to the formation of a responsible attitude of future professionals to performing their duties, and as a consequence, increasing the level of social responsibility. The positive consequences of involving students in self-government are manifested in the emotional uplift of students, expanding the range of their interests, positive and active attitude to self-improvement, in the pursuit of ethical behavior, skills of emotional and volitional self-regulation, etc. Results. An effective involvement of student self-government bodies in the management of a higher educational institution in order to increase social responsibility. Originality. It is shown that the bodies of student self-government have wide possibilities of influence on forming students’ social responsibility through providing the purposeful forming of necessary knowledge and skills needed for development of responsibility. Practical value. The importance of student self-government in the formation of students’ social responsibility is confirmed in the protection of educational, scientific, social, creative, national-cultural, spiritual, sports, economic and other interests of students, the formation of skills of future organizers, leaders.

Intelligent political and ideological education has steadily gained popularity in today's educational landscape due to the rapid advancement of artificial intelligence technology. This research aims to investigate the emerging role of artificial intelligence in political and ideological education. First of all, we clearly define and explain the concept of intelligent ideological and political education, and deeply analyze the basic connotation and characteristics of intelligent ideological and political education including its important value. Secondly,we analyze the application status of artificial intelligence technology in ideological and political education, and give two representative typical cases.At the same time, we also analyzed the innovative practice of artificial intelligence technology from two aspects of moral education and political education.Furthermore, given the difficulties AI technology faces in the context of political and ideological education, we suggest appropriate responses,This study concludes with a discussion on artificial intelligence's development tendency in ideological education going forward.Our prediction is that as artificial intelligence technology advances and becomes more sophisticated, intelligent education will serve as a strong basis for comprehensive innovation in educational methods, content, and management. This will enable the development of exceptional talent who possess a strong sense of national identity, global perspective, and social responsibility.

The Construction and practice of collaborative nurturing between party building and ideological and political management education in colleges and universities has been increasingly emphasized under the current field of higher education. Through an organic combination of party building activities and ideological and political education, this mechanism is committed to fostering high-quality talents with socialist core values. In the context of diversification and complexity of higher education, exploring an effective collaborative parenting mechanism is of great significance for improving college students’ ideological and political quality, moral cultivation and social responsibility. This study thoroughly analyzes the collaborative nurturing mechanism of party building and ideological and political education. It clarifies its components, operation mechanism and evaluation model, and provides theoretical support and practical guidance for ideological and political work. Using methods such as literature analysis, questionnaire survey and expert interviews, the study comprehensively analyzes the constituent elements, operation process and evaluation model of the collaborative nurturing mechanism of party building and ideological and political management education. The synergistic educating mechanism in the article improves the political awareness and moral cultivation of college students, in which the satisfaction of the management system is the highest (score 0.876), and the satisfaction of students is relatively low (score 0.518). The study also found that the implementation effect of collaborative parenting between party building and civic management education is closely related to its systematic, integrative, and dynamic adjustment ability. The strategic suggestions put forward in this paper to strengthen the mechanism construction, optimize the resource allocation and enhance the synergy efficiency have advanced to improve the quality and effect of collaborative parenting between Party building and Civic and Political management education in colleges and universities.

The aim of the article is to substantiate the technology of formation of social responsibility of the future teacher as a part of mastering pedagogical activity. Analysis of philosophical, psychological and pedagogical literature; and educational practice of social responsibility formation; observation and surveys; experimental work; generalization of theoretical and experimental research data. The features of the teacher’s social responsibility were revealed; the components of the process of formation of future teacher’s social responsibility were determined; the structural components of social responsibility and their content were revealed; the criteria of students’ social responsibility formation were established. Implementation of the technology of formation of future teacher’s social responsibility analyzed in the article allows to increase his professionalism and responsibility, helps the formation of responsible behavior in the period of training.

Being close to consumers, retail chains have a considerable influence on the formation of social responsibility in society. By applying various means of encouragement, these entities try to draw the attention of consumers to problems in the society and encourage them to contribute to socially responsible activities. The aim of this research was to evaluate whether the means of promoting social responsibility applied in the biggest retail chains of Lithuania selling alimentary products have an influence on a consumer and encourage them to contribute to the promotion of the idea of social responsibility. Analyses of scientific literature, qualitative approaches based on 482 in-depth interviews, analyses of data obtained during the survey, mathematical–statistical analyses and comparative analyses were applied in this research. This article represents the results of the obtained research and emphasizes the main factors promoting and limiting the social responsibility of consumers. It was identified that the social responsibility of consumers in the field of environmental protection is formed by information provided by business entities, company images and other people surrounding the consumer. Social responsibility in the field of charity and support was influenced by information provided by business entities and other people’s opinions. Furthermore, the article concludes with the development of models showing which elements business entities should orient towards in order to promote the social responsibility of consumers in the field of environmental protection or charity and support. The compiled model can be used by all business subjects acting in the retail trade and trying to encourage users to become involved in socially responsible activities.

The Research on the Ideological and Political Education Function of College Student Community

The performance of school children has been studied by considering partial relationships between several personal variables such as the link between cognition and motivation. However, contextual variables, such as a child’s willingness to accept social responsibility, also influence students’ social and academic performance. Thus, students with greater responsibility have a better attitude toward their studies, resulting in higher academic achievement. This 2-year study aims to reveal to what extent an intervention program affects student performance and is based on the Theory of Positive Action among young people proposed by Don Hellison and the Theory of Reasoned Action by Fishbein and Ajzen. The program focuses on positive influences on social and personal responsibility, taking into consideration parental styles, gender, and academic performance. The program was a part of the educational curricula in participating schools and it targeted four main areas: (a) teaching units using academic texts about social responsibility, (b) student training in mediation processes, (c) teacher training, and (d) family training and involvement. A total of 271 students took part from first and second year of Secondary Education (12–14 years old). The experimental group was made up of 132 students while the remaining 139 formed the control group. All participants completed the Assessment Scale of Social Responsibility Attitudes in Secondary Education and the Parent–Adolescent Communication Scale. Results show that students in the experimental group performed significantly better than those in the control group. Additionally, the issue of social responsibility seems to be related to commitment, self-discipline and perseverance. Regarding gender, males appear to score higher in the factor for well-mannered, friendly and tidy. Finally, a positive relationship has been identified between social responsibility attitudes and parenting with an open communicational style. This paper discusses the results so that schools can include programs aimed at improving social and personal responsibility.

Model Development Program Social Responsibility and Corporate Environment Forestry, Plantation and mining in East Kalimantan . Social and Environmental Responsibility (TJSL) which can be defined as a Vendor moral responsibility towards their stakeholders, particularly the community around the work area or oprasionality. TJSL can be understood as an attempt commitment to act ethically, operating legally and contribute to economic improvement along with improved quality of life of employees and their families, the local community and the wider community. Related to the disclosure of Social Responsibility and Environment there are some standards to measure the disclosure of social and environmental responsibility, one of which is TJSL disclosure guidelines by the Global Reporting Index of Global Reporting Initiatives (GRI). The guidelines of the GRI is widely used as a benchmark by the researchers to measure the disclosure policy of corporate social responsibility. Through this report, companies demonstrate accountability and transparency in the implementation of social and environmental responsibility. Therefore it is necessary to see (1). Is the company in East Kalimantan has implemented a Social and Environmental Responsibility (TJSL) in accordance with the GRI standards? (2). How to model the development of Social and Environmental Responsibility (TJSL) in accordance with the conditions in East Kalimantan? The purpose of this study are: (1). Identify the activities TJSL, (2). Know and analyze the fit between the disclosure of the implementation of the Social and Environmental Responsibility (GRI standards) and actual conditions (3). Formulating alternatives and developing implementation strategies Social and Environmental Responsibility in accordance with the conditions of East Kalimantan. Research taking samples (purposive sampling) in (1). PT Surya Hutani Jaya (concession / Industrial Plantation Forest) (2). PT Gunta Samba (oil palm) (3). PT Kaltim Prima Coal (coal mining). Explorative study, by combining methods of study documentation (study documentation) from various secondary data sources and methods directly (direct methods), namely in the field of primary data collection by interview (interview) and observation (field observation). In general, the study results showed that the Program of Social and Environmental Responsibility (TJSL) basically implemented by all major land-based company in East Kalimantan, particularly the three companies were to be the case to be investigated, to PT. Hutani Surya Jaya / PT. SHJ (Industrial Plantation Forest); 30.57% of the informants said the company has been run TJSL, 59.06% of the informants said the company does not run TJSL and 10.36% of informants claimed not to know. PT. Gunta Samba / PT. GS (Palm Oil); 27.20% of the informants said the company has been run TJSL, 41.68% of the informants said the company does not run TJSL and 31.17% of informants claimed not to know, And PT. Kaltim Prima Coal / PT. KPC (coal mining); 44.80% of the informants said the company has been run TJSL. 44.20% of informants stated the company does not run TJSL and 11.00% of informants claimed not to know. All three companies are not fully utilizing the criteria Global Reporting Initiative (GRI). Similarly, the General Model Development TJSL program consisting of: Input; Diagnosis and Design; Reference; Rationalization and implementation. It can be proposed three (3) models TJSL development, namely: (1) Model-based TJSL input from Down (Bottom-Up Model); (2) Model-based TJSL input from the Top (Top-Down Model); and Model Two-Way (Bilateral-Matching Model). Thus the government should be of national, provincial first district / city in East Kalimantan is more serious to regulate and control the TJSL program especially for land-based industries. This is because regarding hajad life and future of the people, especially the smaller communities that live in / on and on natural resources exploited by large-scale investors; the Government, in particular the Government of East Kalimantan, it is necessary to consider that TJSL is an integral part of the process National development / Local.

The article examines that the classical model of social responsibility of business is based on the fact that rational economic interests orient business not only to obtaining maximum profit, but also to improving its own "habitat" – social, environmental, political – by voluntarily investing the profit received in the relevant institutions. The following models of social responsibility are distinguished: American, European, Japanese (Asian), Latin American, African, the BRICS model. It is considered that in the world models of social responsibility there are two approaches: corporate decisions based on ethical values and aimed at meeting the expectations of all stakeholders are presented as necessary (European approach) and legally optional (American approach). It is analyzed that the European model of social responsibility, in contrast to the American model, provides for the institutionalization of relations with stakeholders; the practice has developed in the depths of the welfare state. In the Japanese (Asian) model, the state and traditions play an active role. The African model of social responsibility is aimed at providing financial assistance by companies to projects to combat poverty, educational programs in the field of HIV, education, and assistance to local organizations. Latin American countries are characterized by high media activity, so the public is well aware of corporate social responsibility. It has been established that the model of social responsibility of business in countries with transition economies is going through a stage of formation, has features of models that are traditionally close to them. Some countries are characterized by increased influence of governments on the formation of social responsibility, a strong role of international institutions and donors in the development of the concept of social responsibility, and insufficient – public, expert organizations, and the media in the formation of social responsibility. In Ukraine, awareness of the importance of forming a model of social responsibility of business has been noted, but its practical implementation does not correspond to the policy of achieving social peace, which is declared by international standards in the field of social responsibility.

Introduction. In the current conditions of transformation of socio-economic relations, rethinking the role of the state in ensuring social justice and supporting vulnerable segments of the population is of particular importance. In particular, there is a growing need to improve the efficiency of social transfers and the quality of social services, which are not only tools for redistributing resources, but also important factors in the formation of social responsibility in society. This process encompasses both institutional interaction between the state, business and civil society, and the development of a responsible attitude of individuals to social well-being. The purpose of the article is to determine the characteristics of social transfers and services, as well as their role in the formation of a complex of social responsibility as one of the goals of sustainable development. Results. As a result of the study, the essence of the concepts of “social transfers”, “social services”, “transfers” was determined. The features of social transfers and services in the context of digitalization were determined. The key trends in the modern development of the social sphere were analyzed, as well as the features of the formation of a complex of social responsibility within the framework of ensuring sustainable development. The role of social transfers and services in the formation of social responsibility was determined. Conclusions. The study found that social transfers and services perform not only the basic function of material support for the population, but also play a key role in shaping socially responsible behavior both among citizens and within institutional structures. An effective social security system helps to increase trust in state institutions, reduce social tension and strengthen social capital. Thus, social transfers and services should be considered not only as tools for ensuring basic needs, but also as means of long-term influence on the formation of a socially responsible society. Further improvement of the relevant mechanisms requires an integrated approach that involves synergy of efforts of the state, business and civil society.

The article is devoted to topical issues of determining the directions of social partnership. The peculiarities of foreign and Ukrainian experience of social responsibility of business on the example of such a form of external social responsibility as sponsorship and charity are revealed. The internal and external components of social partnership are analyzed, which are divided into groups from the point of view of the practical component. The role of business in society, which raises arguments for and against social responsibility, is systematized. The world experience and models of social responsibility of social partnership, which corresponds to the Ukrainian realities, are studied, with the help of which the formation of social responsibility in Ukraine and the factors influencing the structure of the economy are outlined. Consider examples of policy development strategies and tools for state regulation of corporate social responsibility in countries.

With the development of higher education, ideological and political education courses play an important role in cultivating students' comprehensive quality. This study aims to explore the relationship between college ideological and political education curriculum design and the development of students' comprehensive quality. Through literature review and empirical research, this study analyzes the goals, content, teaching methods, and other aspects of ideological and political education courses, and summarizes the key elements of curriculum design. The study also investigates and analyzes the development of students' comprehensive quality through methods such as questionnaire surveys and interviews, further exploring the impact of ideological and political education courses on students' comprehensive quality development. The results of the study show that there is a close connection between college ideological and political education curriculum design and the development of students' comprehensive quality. Ideological and political education courses can cultivate students' ideological and moral quality, scientific and cultural literacy, social responsibility, and other aspects, improving their comprehensive quality. However, there are still some problems with the current curriculum design of ideological and political education courses, such as incomplete and fragmented content, and single teaching methods, which need further improvement. Therefore, this study proposes corresponding suggestions, including strengthening theoretical research on ideological and political education, improving curriculum design, and innovating teaching methods to enhance the quality and effectiveness of ideological and political education courses and promote the comprehensive development of students' comprehensive quality.

The strategy of transforming universities into producers of new knowledge for technological enhancement through digital technologies, aimed at improving the quality of life and ensuring social responsibility and sustainability by the UN Sustainable Development Goals, underscores the relevance of our research. This research aims to investigate the evolution of students’ social responsibility within university settings amidst the backdrop of educational digitalization. The research methodology was based on a model of social responsibility as an integrative personal quality. The study revealed the insufficiency of the formation of the motivational factor of social responsibility among undergraduate students and the prevalence of instrumental motivation among a significant number of master's students. The null hypothesis was refuted and a pronounced positive dynamics of students’ social responsibility in the learning process was demonstrated. The need to orient the higher education system toward the development of students’ moral aspirations for conscious regulation of their educational and future professional activities was substantiated. The results of the study can be used to solve theoretical, methodological and practical problems of sociology. Future research aims to explore the driving components of students’ social responsibility motivation, to study comparative attitudes towards social responsibility between students and teachers, and to study the implementation of the Sustainable Development Goals in the context of universities’ corporate social responsibility. This expansion will include diversifying the respondent pool to cover other educational institutions, as well as expanding the sample to different cultural contexts.

At this stage, in Chinese education and teaching system of various institutions of higher learning, ideological and political courses, as an important part of the curriculum education system, has a very positive and important practical influence on helping college students establish a scientific and correct outlook on life, world outlook, values, improving the personal moral quality and the all-round development of students’ individual comprehensive quality of college students. With the continuous optimization and upgrading of the reform of the educational management system in colleges and universities in China in the new period, the teaching approaches of ideological and political courses in colleges and universities have gradually shown new development characteristics. This paper will carry out in-depth analysis and research on the significance of people-oriented education concept, the important role of ideological and political course teaching in colleges and universities, the significance of integrating people-oriented education concept into ideological and political course teaching in colleges and universities, as well as the current situation of ideological and political course education and teaching in colleges and universities and the corresponding effectual optimization measures.