Online Education Trends: A Report from Skillbox Media's eSTARS

Contents:

• Digital education goes beyond the usual understanding
• Extension of training courses
• The range of formats continues to grow
• There is a new interest in quality and methods of its assessment
• The trend towards personalized and individualized learning
• Increased competition in the market is becoming evident
• How to establish communication? A New Stage in EdTech — Educational Enlightenment
• The Modern Transformation of University Education
• The Merger of Traditional and Modern Approaches in Education
• Recognition of Online Qualifications in the Professional Environment

In early December, the Higher School of Economics, in collaboration with Coursera, organized an international online scientific conference called eLearning Stakeholders and Researchers Summit (eSTARS 2021). The main topic of this event was "Digital Transformation: Global Challenges for the Education System."

One of the central moments of the first day of the conference was a panel discussion on "Trends in Online Education." The following took part in this discussion:

• Jenny Drimmer is a Senior Director of Sales at Coursera, responsible for the regions of Europe, Africa, and the Middle East.
• Dmitry Krutov is the founder and CEO of Skillbox.
• Alexander Laryanovsky is a Managing Partner and Head of Business Development at Skyeng.
• Marianna Snigireva is the CEO of Netology.

The discussion was chaired by Evgenia Kulik, Director of Online Learning at the Higher School of Economics. At the beginning of the meeting, she noted that various analytical agencies predict an increase in the volume of the education market. In this context, two key trends driving this growth stand out:

"First of all, in developing economies, population growth is driving significant demand for educational services, while in developed countries, rapid technological advances are creating an unprecedented need for advanced training and retraining. These two trends combined create a positive outlook for the market as a whole."

In the past three to five years, as the moderator noted, significant progress has been observed not so much in content delivery technologies as in the development of business models, product formats, monetization approaches, and so on.

What target groups and needs in the developing education market do leading EdTech players plan to address? What trends will be important in their strategy? How do they plan to interact with higher education institutions within the framework of market sharing? During the discussion, experts identified ten key trends that are of interest to both EdTech companies and universities in the field of online education.

Digital education is going beyond the usual understanding

Dmitry Krutov focused on this trend, emphasizing that, in his opinion, Skillbox played a key role in the transition to online education not only in the field of digital professions, but also in those areas where training traditionally took place in an offline format. Currently, courses for training specialists in professions such as interior designer, pastry chef, and florist are in the greatest demand.

"I can continue to list - there are many professions unrelated to digital technologies that are currently demonstrating impressive growth rates. Perhaps the key point is that we move away from trendy IT topics and focus on what people are really interested in. <…> The list of areas, topics, and niches is noticeably expanding, and more and more professions and educational programs are being digitalized,” Dmitry noted.

The head of Skillbox noted a specific problem: many people begin studying software development based on the belief that this is the field they will find financial success in. It turns out that the motivation for learning is not genuine interest, but the desire to earn money. However, if a person discovers topics that better match his interests and inclinations, and in which he can also achieve success, he begins to consider these areas with greater attention.

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Extension of training courses

Marianna Snigireva noted this detail:

Netology once introduced two-month internet marketing programs to the market, which was a departure from traditional education. Subsequently, the course duration increased to six months, and today, training lasting one to two years has become the standard. This demonstrates people's willingness to invest significant time in learning.

According to Snigireva, two main aspects can be observed in the current trend. On the one hand, positive changes are being observed: people are beginning to perceive online learning as an important and serious process that requires a significant investment of time. They realize that mastering a new profession in a few months is practically impossible, and even in six months it is not always realistic; for example, learning Data Science can take one to two years. On the other hand, there's a problem: the length of the curriculum, as the speaker notes, has a significant impact on course completion rates. Only the most motivated students complete long courses. Nevertheless, according to the head of Netology, long-term programs will continue to occupy a significant share of the market. "This truly reflects the reality of the educational process: mastering a profession is proving to be a difficult task. In this sense, we are becoming closer to universities, from which we previously tried to distance ourselves, since we are now also introducing long-term programs, although initially we aimed to focus on practical and tactical knowledge. However, the market demands what it demands from us." Marianna Snigireva nevertheless believes that interest in short, intensive programs will remain. They will be mastered by specialists who continue to deepen their knowledge in the same field, improving specific skills.

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The range of formats continues to grow

The head of Netology shared her observations on the transformation of online learning formats. She noted that, at the company's inception, courses largely resembled traditional in-person classes, the only difference being that students were remote. The instructor would give lectures and assign assignments, after which students would complete them and submit them for marking, and then receive feedback from the instructor.

At first, everything worked as intended, but now, according to Marianna Snigireva, it is becoming clear that this is insufficient, especially when it comes to adult learners. They have already lost the habit of learning, and their daily lives are filled with work tasks and family responsibilities. Finding time and motivation for studying is much more difficult for them than for children. In this regard, Marianna emphasizes the need to develop formats that will allow busy adults to more comfortably cope with the learning process. She mentions simulators, quizzes, and training simulators as examples. However, she emphasizes the importance of maintaining synchronous interactions so that students don't feel abandoned in the learning process. "Transitioning to a completely asynchronous learning format is impossible. We've already made attempts, but it negatively impacts students. They find themselves alone with a computer, losing important human contact; they don't have the opportunity to ask questions, and maintaining motivation becomes a challenge. This reduces the effectiveness of such programs. We are currently striving for a combined approach, in which some of the material is presented as video, and webinars and workshops are also organized. Students can come to them and discuss their questions with the teacher in a more interactive setting, without the participation of the entire group.

The Netology company in its research came to the conclusion that The optimal length for lecture videos is between five and 15 minutes. This approach breaks down the content into compact modules, allowing people to absorb information in small chunks. This is especially convenient for busy people, who can use short breaks—for example, during lunch or on the commute—to watch lectures.

Marianna shared her experience researching the most appropriate lecture length through a neuroexperiment. However, she noted that no definitive conclusions have been reached yet. On the one hand, it becomes obvious that short pieces of information have their advantages, but on the other hand, too short formats sometimes do not allow for deep assimilation of the material.

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Ways to increase motivation for learning in adults can vary depending on individual preferences and circumstances. First and foremost, it's important to consider their personal goals and interests. Linking learning to specific life situations or career ambitions significantly increases their desire to acquire new knowledge. Creating a comfortable and supportive learning environment also plays a key role. Adult learners often value the opportunity to share experiences and interact with others. Participating in group activities or discussions can heighten interest and stimulate deeper engagement. Offering relevant and practical materials is also important. Connecting theory with real-world problems helps students see the value of the material being studied and motivates them to continue learning. Using a variety of teaching methods, including interactive assignments and practical exercises, can also make the process more engaging and effective. Don't forget about recognizing achievements. Positive feedback and support from teachers or colleagues can significantly boost adult learners' confidence and motivate them to continue learning.

Thus, a combination of personal goals, a supportive environment, relevant content, and positive reinforcement can form the basis for successfully motivating adults to learn.

There is a new interest in quality and methods for assessing it

Several speakers emphasized that EdTech companies are moving toward a new understanding and support of the quality of education. This topic has continued to be discussed since the fall at various events, including the Yet Another Conference on Education, organized by Yandex.

Dmitry Krutov noted that, in his opinion, the time has come to abandon the perception of education as a service that is assessed using the usual e-commerce metrics. He believes that this is about people striving for changes in their lives.

When it comes to metrics, current discussions within tech platforms are dominated by traditional metrics like NPS or CSI and the like. I prefer to look at it this way: at the moment, these metrics are still clearly business-oriented. They don't focus on the learner's perception, but rather serve to confirm the team's effectiveness.

According to the head of Skillbox, EdTech companies need to shift their emphasis from traditional marketing metrics to quality assessments that reflect the changes that occur in a person as a result of the training. On the one hand, this implies a more in-depth study of customer satisfaction through in-depth interviews and surveys to determine whether they received what they expected and what initially brought them to the course. On the other hand, it is important to assess the level of students' knowledge and skills in line with the demands of the modern labor market.

Satisfaction with an educational course is directly related to the concept of the value goal of learning. These goals can vary and should be carefully analyzed when deciding whether to enroll in a course. For some, a valued goal may be a desire to change careers, increase income, gain satisfaction from mastering a new skill as part of a hobby, or simply for entertainment—so-called edutainment. As Dmitry Krutov noted, many people use educational programs purely for entertainment, without seeking to delve into the material or deeply understand it. Therefore, it is important for companies not only to offer something that brings profit, but also to create conditions in which the listener can enjoy the process and achieve their personal value goals.

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Measuring the quality of the educational experience is an important aspect in the field of education, as it allows you to evaluate the effectiveness of training and identify areas for improvement. This process involves analyzing various factors, such as student engagement, course satisfaction, and learning outcomes.

The primary goal of evaluating the educational experience is to understand how successfully curricula achieve their goals. This helps not only improve existing teaching methods but also develop new approaches that can improve the overall level of education.

Furthermore, measuring the quality of learning fosters a deeper understanding of student needs and allows instructors to tailor their courses to meet these needs. Regular feedback from students and analysis of their achievements can help create a more effective educational environment.

Thus, the process of evaluating the educational experience is an essential tool for ensuring a high level of education, allowing both students and instructors to continuously develop and achieve better results.

Marianna Snigireva emphasized that a significant portion of students studying online programs develop a critical perception of educational formats and have a growing need for high-quality content. She reported that this year, Netology conducted a study among two thousand adult participants from major Russian cities, more than half of whom had previously completed online training. People are already acquiring a significant amount of knowledge, and this is evident in their increasingly mature product requirements. They have begun to approach these issues differently compared to last year, as they have gained training experience and realized that videos alone are not enough. They now understand the importance of webinars and the opportunity to evaluate the effectiveness of the training tool. They already have some experience, which is very valuable. In the future, we will pay more attention to product development, as the audience will expect such improvements from us.

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The Trend Towards Personalized and Individualized Learning

Jenny Drimmer of Coursera highlighted an important global trend: the growing interest in personalized services. This means that users are seeking individual solutions tailored to their unique needs. In this context, artificial intelligence (AI) offers enormous potential for online platforms by analyzing students' digital footprints:

"We are able to use the information we receive from students to improve our platform. This will allow us to develop individualized learning methods that take into account all their needs and expectations."

The topic of quality and value of the educational process, raised by Dmitry Krutov, is also reflected in a personalized approach to learning. In a situation where a person initially chooses one area of ​​study but ultimately realizes that they are interested in something completely different, it is crucial to give them the chance to explore alternative directions. Dmitry is convinced that this will help find what truly matches his needs and passions.

He cited a case where people begin to study Data Science without having a basic understanding of mathematics.

“Of course, we provide them with mathematical knowledge, but at the same time we always clarify: ‘Do you really need this? Perhaps design would suit you better?’ We give them the opportunity to change direction without any costs. This is probably one of the features of EdTech: if suddenly something doesn’t work out [in this area], we can easily and stress-free redirect you to another path, and you won’t feel like you’re in a hopeless situation.”

Dmitry noted that many people who went through the first stage of education at college or university had negative experiences. Often, they faced a situation where, despite difficulties and setbacks, they had to continue their education, without the opportunity to change educational institutions, since this was considered unacceptable. "In our approach, we, on the contrary, offer students: 'If you're not successful in development, try design, marketing, or something else. This transition is possible without any cost.' I believe the most important thing we do is give people the chance to test their strengths and discover something new. In my opinion, this is exactly what is missing,” he concluded.

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Alexander Laryanovsky, discussing personalization, noted that a similar trend is observed in the field of education A trend similar to that seen with streaming platforms. For example, on Yandex.Music and Spotify, users can create unique personalized playlists, which has fundamentally changed the way we consume music. We've stopped perceiving music through the lens of albums and individual artists and have begun to simply enjoy what algorithms offer us, reacting to it—indicating what we like and dislike, thereby refining our musical preferences. In medicine, we're also seeing an increase in individualization: wearable devices are increasingly appearing that can predict potential health problems based on our unique characteristics.

According to the managing partner of Skyeng, a similar trend is also being observed in education, although the changes are not as rapid or as profound.

"In my opinion, we should finally realize that the process we're talking about isn't about educating abstract people, but rather specific individuals in each situation." "This reality already exists, and we need to respond to it somehow, including through quality, format, and other aspects," he noted. Alexander notes that the desire for individuality is directly linked to a growing interest in self-realization. People are beginning to think about their happiness and purpose in life. Over the past 50-70 years, in an era of abundance, compared to previous periods, we've seen a portion of society begin to meaningfully consider and explore questions about their future and their choice of path. This phenomenon largely shapes the question: "What do I need to do to maximize my happiness?" - he explains.

Thus, Alexander Laryanovsky took into account the trend noted by Dmitry Krutov: for a significant number of people, learning has become a form of entertainment content, known as edutainment.

According to Laryanovsky, a significant part of the success in the EdTech sector is explained by the fact that people strive to find time for themselves, preferring activities that are beneficial but do not require excessive effort. When faced with the choice between watching television series and educational lectures from Skillbox, HSE, or similar platforms, he unequivocally supports the idea that it is better to devote time to educational content, such as HSE lectures in combination with Discovery programs and other similar projects. In his opinion, this is preferable to simply mindlessly immersing oneself in entertainment content that brings no benefit.

Increasing competition in the market is becoming obvious

Despite the fact that some people strive for self-realization and are ready not only to master new professions for the sake of increasing their income, but also to participate in educational events for the sake of personal growth, the number of those interested in gaining knowledge remains quite limited across the country's population. This percentage is small – most people are engaged in hard work for modest earnings and are focused on survival issues. This idea, previously voiced at the Yandex conference and subsequently reflected in Alexander Laryanovsky's personal publications, was reiterated in the current discussion.

According to the expert, the main difficulty is that all educational institutions, including schools, universities, and EdTech companies, are able to effectively interact only with those who are already proactive in learning. As a result, the number of participants in the educational market is growing, but they are all seeking to attract only a small percentage of motivated students. Marketing is becoming a key tool of their competition: "This is precisely the area in which EdTech has achieved its greatest success," notes the speaker.

"I am confident that we are in for a fascinating spectacle, which could be called a 'battle of marketing budgets,' similar to what is observed in a number of other fields. We will be siphoning off the meager percentages of audiences that are already ready for motivation until we master interaction with those with whom we have not yet been able to find common ground. We are talking about those who, during their school years, lost their natural desire to learn due to the indifference of parents and teachers, and who, as adults, are no longer interested in our offerings," warns Alexander Laryanovsky.

Dmitry Krutov agreed that the audience has its limits. He noted that the lack of awareness in the country that industrial education could offer the average person a chance to find a new job with a higher salary within a year or a year and a half is particularly depressing.

Evgenia Kulik also mentioned another factor holding back the development of online education in Russia: a significant portion of potential students face access issues due to the existing secondary digital divide.

"The first type [of inequality] is obvious when a person lacks access to the internet or a mobile device necessary for learning. The secondary level of inequality arises from a lack of experience using technology, which hinders the achievement of educational or financial goals. That is, despite having access to the internet, a person does not have a clear idea of ​​what actions to take to improve their situation," she explained.

Furthermore, the moderator drew attention to two internal contradictions concerning the problem of insufficient coverage of a significant portion of the audience by training, which does not show sufficient motivation. The first aspect is that, just as psychologists don't initiate treatment without explicit request, there's a question about the wisdom of trying to "make people happy" through education if they don't want it themselves. The second point is that EdTech presents a paradox: on the one hand, it offers the opportunity to succeed in the labor market, while on the other, it emphasizes pursuing something that sparks interest. Meanwhile, it remains unclear whether what sparks interest can actually provide a decent reward.

Alexander Laryanovsky noted that at the beginning of its existence, Coursera adhered to the concept of "We make education accessible to everyone." However, it soon became clear that not everyone needed this education. Simply put, you can't simply come in and declare, "We brought you happiness." It's important that the other side be willing to accept that happiness. Thus, establishing a connection with the audience remains a primary task.

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Transformative adult learning is an approach that focuses on changing and developing participants' attitudes, beliefs, and behaviors. This method emphasizes how adults learn not only through the acquisition of new knowledge, but also by rethinking their experiences and understanding of the world around them.

The essence of transformative learning is that it promotes profound changes in a person's consciousness, allowing them to critically examine their biases and assumptions. This process involves interaction with others, dialogue, and reflection, which can lead to more conscious and active participation in life.

This approach is widely used in various fields, including education, professional development, and personal growth, making it a valuable tool for those seeking change and self-improvement.

How to establish connections? A new stage in EdTech - educational enlightenment

Dmitry Krutov is convinced that in order to generate interest among a wide audience in new profitable professions or opportunities for self-realization, EdTech companies need to effectively interact with this target group. "We all need to focus on education, establish cooperation with government agencies, inform people, implement subsidy programs, and so on," he noted.

Alexander Laryanovsky emphasized that EdTech companies will need to invest both time and money to attract new audiences.

"Right now, in my opinion, we are in the process of extracting maximum benefit from this market. We strive to constantly raise funds, as we are still quite small and need to grow and develop. We need resources, and we have not yet reached the level where we can generously share them. However, I am convinced that the next stage will be when we begin investing in people. This idea requires literal understanding: EdTech companies must learn to invest both money and time in each individual to help them overcome challenges, get back on their feet, and ultimately recoup their investment profitably, just as venture capital firms do today.

In the context of combating digital inequality, there is a successful example of working with an audience that is not typical for EdTech companies. Marianna Snigireva shared this. The company Netologia is participating in the federal initiative "Personnel for the Digital Economy." Thanks to government support, six thousand people are completing training in courses organized by the company. These are primarily residents of the regions, rather than large cities such as Moscow and St. Petersburg. Moreover, their age is above the average for the company's clients, and their level of digital literacy is significantly lower.

To ensure that beginners with low levels of digital literacy can successfully master online courses in digital specialties, an introductory course called "Digital. Instructions for Use" was developed. This course introduces students to basics such as what Google is, how to effectively search for information, and how to install apps on their mobile devices. Marianna emphasizes the importance of such federal initiatives, as they help engage previously underserved audiences. The state funds 50% of the program, and thanks to the wide coverage of this initiative, many people who previously had no idea about the existence of online courses now have the opportunity to learn about them.

Nevertheless, according to the head of Netology, providing opportunities for retraining is only the initial stage. Without significant motivation for learning, success will not be possible.

"A person must have motivation. We can certainly try to spark it by saying: 'You can master a profession and earn twice as much.' However, if they do not have an internal incentive to maintain this motivation throughout the learning process, they will not achieve significant results, since training takes several months."

Marianna Snigireva believes that the number of accessible educational programs will continue to grow.

Jenny Drimmer noted that the process of mastering new skills is not limited to satisfying the interests of clients or making a profit from selling courses. Currently, there is a need to retrain people who have fallen into the "skills gap," while emerging sectors of the economy are experiencing a shortage of specialists with the necessary skills.

"When it comes to skills, it's important to understand that this affects more than just the individual. It's a challenge facing universities, companies, and government agencies," she noted.

Jenny noted that while many people feel the need to acquire new knowledge and skills, few have the opportunity to learn in optimal conditions. This means that online learning platforms looking to attract these people need to develop programs that are accessible in terms of technology, finances, and delivery format.

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The reasons why we are facing a skills crisis can be varied and multifaceted. This often occurs due to a lack of necessary experience or skills required to perform specific tasks. Furthermore, an inability to adapt to changes in the professional environment or inadequate preparation for new challenges can also become a serious obstacle.

We often find ourselves in a situation where our existing knowledge and skills do not match the demands placed on us in the workplace. This may be due to rapidly evolving technologies or changing standards in our field. In such cases, it is important not only to recognize our weaknesses but also to actively work to overcome them to avoid getting stuck in this predicament.

It is also worth noting that psychological factors play a significant role. Fear of failure or fear of losing self-confidence can paralyze us and prevent us from taking action. Therefore, it is important to develop not only professional skills but also self-confidence in order to successfully overcome qualification barriers.

The Modern Transformation of University Education

Trends in online education affect not only private companies in the EdTech field, but also universities actively participating in this segment. Evgeniya Kulik noted that the Higher School of Economics uses a variety of online learning formats. These include massive open online courses (MOOCs), master's programs on the Coursera platform, and fully digital undergraduate and master's programs.

However, in her opinion, of all existing online educational course formats, MOOCs (massive open online courses) are the least effective and least conducive to engagement. In some complex mathematics courses, the completion rate can be as low as 1-2%, and even in the most well-designed courses, according to Evgenia, this rate rarely exceeds 18%. However, the speaker believes that this is not a negative indicator at all:

In our opinion, this represents a significant advantage for the student, as they have the opportunity to choose. They can familiarize themselves with one course, then move on to another or a third, and if they don't like it, they can easily abandon it. Previously, the process of choosing a career for children was often based on hereditary traditions, for example, when the entire family consisted of doctors, or on inspiration from a teacher who attracted them to a certain specialty. In today's environment, a child, even if their mother is a doctor and their father an engineer, can take a variety of courses beforehand and ultimately realize that their calling is computational linguistics. Thus, he can become the specialist whose examples of professional behavior are absent in his immediate environment.

Evgeniya Kulik claims that thanks to available online courses, universities are becoming more open: potential students have the opportunity to become familiar with the curriculum not only through short commercials, but also by participating in classes, listening to different instructors, and assessing the quality of support. This trend is also affecting applicants from all over the world—higher education institutions are actively entering international online markets, seeking to attract students from different countries.

However, according to Evgenia Kulik, higher education institutions face certain difficulties along the way, the main obstacle being the excessive regulation of the Russian educational system. Some legislation imposes restrictions on the autonomy of universities in their actions.

For example, in order to initiate an online program for the 2022/2023 academic year, the rules and conditions for admission had to be approved in advance by November 2021. This means that hasty and flexible decisions that adapt as they progress are simply impossible. As a result, Russian universities find themselves at a disadvantage in the dynamic and fast-paced online education market, especially in a global context where they have to compete with foreign institutions that do not face such restrictions.

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Career guidance should be based on A comprehensive approach that takes into account the individual's interests, abilities, and values. It is important that it be adaptive and incorporate various methods and tools to determine a person's inclinations and preferences. The process should begin with an understanding of one's strengths and weaknesses, as well as an analysis of the labor market and in-demand professions.

Furthermore, career guidance should include practical stages, such as internships or trial classes, which will help better understand the specifics of the chosen field. Counseling is also an important aspect, providing professional advice and support at all stages of career choice.

It is equally important to consider changes occurring in society and the economy, which requires career guidance to be flexible and adaptable to new conditions. Thus, high-quality career guidance is the foundation for a successful career choice and further professional growth.

The Merger of Traditional and Modern Approaches in Education

Every year, universities and EdTech companies are increasingly finding common interests and joint approaches to work. Alexander Laryanovsky expressed a similar forecast:

"We are all moving towards each other, and in two decades, it will be difficult to distinguish us. You will change, we will change, and we will all become something new, but at the same time quite similar to each other."

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Experts express different opinions about the prospects for higher education in the future. In a rapidly changing world, they note that traditional learning models may undergo significant changes. With advances in technology and the increasing availability of online resources, there is a trend toward more flexible forms of learning that will allow students to adapt to the demands of the labor market.

Furthermore, the emphasis on the practical application of knowledge and skills is becoming increasingly relevant. Many experts believe that higher education institutions should focus on preparing students for real-world challenges, which implies closer collaboration with industry and employers.

Multidisciplinary approaches are also an important aspect of the future of higher education. Modern challenges require specialists to possess knowledge in various fields, so curricula can become more integrated and interdisciplinary.

Therefore, experts predict that higher education will evolve, becoming more adaptive and oriented toward the needs of society, allowing students to effectively prepare for life and work in a rapidly changing world.

Dmitry Krutov believes that higher education and professional training in EdTech represent two distinct fields. In his opinion, higher education is expected to experience a renaissance, as it will be viewed as something elite. At the same time, he emphasizes that universities and companies working in EdTech have many opportunities for collaboration.

"EdTech is an area associated with business, commercial aspects, opportunities, and resource allocation. At the same time, universities are focused on knowledge and experience. I am convinced that the synthesis of these two areas will bring benefits to all participants in the process."

Evgeniya Kulik agreed that universities and companies in the EdTech sector can mutually enrich each other. On the one hand, universities need to improve their approaches to marketing and user support, as they still have a lot of work to do in customer service. On the other hand, unlike educational programs for continuing professional training, the university environment is focused on researchers and teachers who are engaged in the creation of new knowledge and conducting scientific research.

However, certain difficulties arise on the path to cooperation between these two sectors. Dmitry Krutov emphasized that cooperation is currently hampered by strict rules governing network agreements, which are necessary for developing joint educational initiatives. Therefore, it is critical not only to establish dialogue between universities and EdTech companies but also to draw the attention of regulators to this problem.

"In my opinion, it is currently crucial to initiate a dialogue between various sectors. It is essential that all participants, including the university community and businesses, recognize the importance of working together. We need to determine whether we have common interests. If so, we should formulate a request to regulators to create tools that will facilitate this cooperation."

Besides strict regulation, there is also the issue of competition between potential partners—how equal are their investments in the joint venture and whose participation has the greatest impact. This became evident during the discussion.

Evgeniya Kulik argues that higher education institutions are currently investing in collaboration with EdTech companies, leveraging their brands.

There are economic concepts that view education as a trust-based good. In situations where we are unable to independently assess the quality of a particular product or service, we turn to the brand. This occurs because independently assessing such characteristics can be too costly for us. In the fields of healthcare and education, people prefer to turn to institutions they trust.

According to her observations, the interactions of online education businesses with higher education institutions sometimes do not align with the goal of protecting the university brand. For example, a company may offer the same courses for various joint programs with different universities, while for the universities themselves, uniqueness is an important aspect.

Alexander Laryanovsky agreed that EdTech companies seek to collaborate with universities primarily for the sake of their reputation, which allows them to "legitimize." At the same time, he noted that these companies bring unique experience to the educational process that universities lack. According to Alexander, the most valuable thing EdTech can offer universities is not so much marketing strategies as the ability to scale, which universities need but often don't know how to implement.

Dmitry Krutov, in turn, disagreed with the notion that EdTech seeks to collaborate with universities only to "legitimize" their products by using the reputable names of educational institutions. Above all, he emphasized that the main goal of such collaborations is the creation of completely new products. Dmitry also noted that the real value of university brands in Russia is not as great as it might seem at first glance: in fact, only a few leading universities are truly widely known.

Nevertheless, all participants in the discussion are confident that universities and private EdTech companies can already offer each other numerous opportunities. Kulik noted that they can significantly strengthen each other. Marianna Snigireva suggested focusing on the main thing: joint educational programs not only enrich universities and EdTech companies with new experience and knowledge, but also represent a step forward for people.

Recognition of online qualifications in the professional environment

There is another significant barrier to the development of online education - the skepticism of many Russian employers regarding the professional certificates that can be obtained through courses. Evgeniya Kulik pointed out this aspect, proposing to raise this topic for discussion.

Dmitry Krutov is confident that the situation will become more favorable in the near future.

"The question of when EdTech companies will introduce a completely new approach to specialist assessment to the market will become relevant within a year or a year and a half. Given the presence of a digital footprint, which includes training and completed tasks that meet business requirements, we can talk about something more meaningful than just a resume."

With complete and verified information on candidate training, companies will be able to significantly reduce hiring costs, the head of Skillbox is confident. This is due to the fact that many stages of the search for the right specialist will be redundant. This is especially relevant for the IT industry, where recruitment costs are often quite high. Dmitry assumes that in the future companies will be able to order specialists from us at more reasonable prices.

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The issue of shortage of specialists in the field of information technology is becoming increasingly relevant for both business and government agencies. Both sectors are taking various steps to address this issue.

Companies often turn to educational institutions, creating partnerships that integrate practical skills into curricula. This helps students gain relevant knowledge and experience that meets market demands. Many organizations also invest in internship and mentoring programs, which contribute to the development of new talent.

On the other hand, government agencies also understand the importance of addressing this issue. They can implement initiatives aimed at supporting technology and startups, as well as developing training infrastructure. State-funded retraining and upskilling programs allow working professionals to adapt to new requirements and technologies.

Furthermore, attracting foreign specialists has become a popular step to compensate for the talent shortage. Simplifying visa procedures and creating favorable working conditions in the country could increase the influx of qualified IT workers from abroad.

Therefore, both businesses and government agencies are actively collaborating and seeking effective ways to address the IT talent shortage.

Alexander Laryanovsky expressed the opinion that within the next one to two years, EdTech companies will be able to develop solutions for verifying the skills of their graduates; however, according to him, this will only apply to entry-level specialists. Currently, both online education and traditional universities are focused on training newcomers, as the required knowledge for such specialists is more clearly understood, and their testing is less complex than for more experienced professionals. It will take EdTech companies at least ten years to begin training and assessing high-level professionals.

“For specialists whose areas of expertise must be quite broad, this is currently impossible, since for many professions there is no so-called ‘knowledge graph.’ To move forward, we need to jointly begin to sort through the centuries-old layers of knowledge accumulated in various professions. <…> This is a colossal amount of information that requires processing. Someone will have to pay for this work,” Alexander noted.

He also pointed out another limitation regarding this work: in the context of a shortage of specialists in the field of information technology, when the prospects for changing the situation remain uncertain, professionals, realizing their importance in the labor market, are unlikely to be interested in assessing their work. They understand perfectly well that employers will be ready to ‘tear’ them apart.

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• What will online learning look like in 2030? By this time, educational technologies are expected to undergo significant changes and improvements. More advanced platforms will likely emerge, allowing users to access educational materials anytime and anywhere.

  The use of artificial intelligence will play a key role in creating personalized curricula that adapt to the individual needs of each student. This will take into account not only their knowledge level but also their learning preferences, making the process more effective and engaging.

  Virtual and augmented reality will also provide new opportunities for interactive learning. Students will be able to immerse themselves in educational topics through immersive environments, significantly increasing engagement and retention.

  Furthermore, the social aspects of education will not be overlooked. Platforms will actively facilitate interaction between learners, which will strengthen a sense of community and support among learners, even if they are at a distance from each other.

  Thus, online learning in 2030 promises to become more personalized, interactive, and socially oriented, which will open new horizons in the field of education.

• Key areas of interaction between universities and educational technologies in the UK.
• Will higher education give way to vocational courses?
• Education plays a key role in the transformation of cities and stimulating economic growth. When people have access to quality education, it not only increases the skills of workers but also facilitates the creation of innovative ideas and technologies.

  Educational institutions become centers of gravity that attract students and specialists from other regions, which, in turn, improves the demographic situation and increases consumer demand. Developing educational infrastructure also creates jobs, both directly within educational institutions and in related fields.

  Furthermore, literate and educated citizens are more likely to become entrepreneurs, creating new businesses and start-ups, which contributes to the formation of a more diverse economy. This leads to an increase in tax revenues to the city budget, which opens up opportunities to improve infrastructure and the social sphere.

  Thus, education not only changes the destinies of individuals, but also transforms cities as a whole, creating sustainable and prosperous communities.