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Candidate of Sociological Sciences, since 2021 he has held the position of Director of the Institute of Education at the National Research University Higher School of Economics. In his role, he is actively involved in the development of educational programs and scientific research, applying modern sociological methods to the analysis of educational processes and systems.
In the interview, we covered key topics related to current issues. We discussed the key trends impacting the industry, as well as strategies that can help achieve success in today's marketplace. We also focused on the importance of innovation and technology, which are becoming the driving force behind progress. Participants shared their views on upcoming changes and the challenges they face. The discussion covered a variety of topics, including the impact of globalization and the role of sustainable development in shaping the future.
- three main topics that currently interest sociologists studying higher education the most;
- how do sociologists choose topics in general — and how can they help notice a problem that few people care about yet;
- why, at highly selective universities where highly motivated students come, 20-25% do not complete their studies;
- how and why the topic of students' psychological well-being has suddenly become very important;
- what in the currently actively discussed educational trends seems to be myth, and what is true.
What are researchers in the sociology of education studying around the world?
You are not only the head of the Institute of Education, but also a sociologist, which allows you to see current trends in this field. Let's discuss key topics in the sociology of education that are currently occupying the attention of researchers around the world. Important areas include inequality in access to education, the impact of digital technologies on the learning process, and the role of cultural capital in educational achievement. Considerable attention is also paid to inclusion and diversity in educational institutions, as well as the influence of social factors on student achievement. These topics are not only relevant but also of great importance for the development of effective educational strategies and policies in different countries.
I am a specialist in higher education, and my knowledge of schools is limited. Therefore, all my discussions will focus specifically on higher education. The international community currently highlights three key themes related to the development of higher education. The first of these is inequality in access to education. This problem encompasses a wide range of research related to gender, socioeconomic, and ethnic inequalities. This topic has traditionally been important for the sociology of education and requires careful analysis and discussion to find effective solutions.
Recently, especially against the backdrop of the pandemic, interest in the well-being of participants in the educational process has increased significantly. Important aspects here include mental health and depression issues, as well as a subjective sense of well-being. The discussion of well-being as a key educational outcome is becoming increasingly relevant. Previously, the emphasis was primarily on subject-specific and cross-curricular knowledge, skills, and competencies. However, today there is a global trend toward a more comprehensive approach that also considers the emotional and psychological state of students. This emphasizes the need to integrate well-being into educational programs, which, in turn, can contribute to more successful learning and personal development.
The third key theme concerns the importance and relevance of the chosen strategy. It helps to form a clear understanding of the goals and objectives that need to be achieved. Effective application of this strategy allows for the optimization of resources and increased achievement of results. It is important to consider that successful implementation of the strategy requires ongoing analysis of the current situation and a willingness to change. Thus, the third key theme emphasizes the need for adaptation and flexibility in approaches to achieve maximum effectiveness.
Digitalization is rapidly developing today, with particular attention being paid to the implementation of artificial intelligence technologies in higher education. In December, I attended the World Education Research Association conference in Singapore, where all the keynote presentations addressed this pressing topic. Questions about how generative artificial intelligence can improve the quality of learning and teaching are generating significant interest among specialists. The opportunities offered by AI are becoming an important aspect of educational processes and require detailed analysis and discussion.
The topics that are leading among Russian researchers in the field of sociology of higher education truly intersect with three global areas. These areas include studying the impact of digitalization on the educational process, analyzing the sociocultural factors affecting access to higher education, and assessing the quality of education in the context of international standards. Comparing these topics allows us to identify both general trends and unique aspects characteristic of the Russian higher education system. This interaction between global and local issues contributes to a deeper understanding of sociological processes and the formation of effective strategies for the development of the educational system in Russia.
We are working on three main themes, but the Russian context has its own specific features. For example, in the context of inequality of access to higher education, the ethnic aspect is less relevant, while interregional inequality is more prominent—Russia exhibits significant regional differentiation. Gender is also important: the question of how to attract more women to engineering through educational programs is crucial. We also examine the socioeconomic inequality that influences the choice of educational paths. However, this topic remains insufficiently popular in Russia.
“You’re going to give birth”: barriers that prevent girls from choosing a career in engineering and IT
Many girls face prejudiced stereotypes that limit their career choices. One of the most common is the belief that women should focus on family and childcare rather than a technical career. This belief often becomes an obstacle for girls who aspire to realize themselves in engineering and IT.
Cultural and societal stereotypes, as well as the lack of role models in these fields, contribute to the decline in girls' interest in technical professions. It is important to note that engineering and IT offer many opportunities for creativity and innovation, and women can make significant contributions to these fields.
Educational institutions and companies should actively work to create a more inclusive environment that supports girls in their pursuit of achievements in engineering and IT. Mentoring programs, support from female professionals, and active promotion of successful real-life examples will help change perceptions and inspire future generations.
To attract more girls to technical professions, it is necessary to develop awareness of the career opportunities provided by engineering and IT and to develop skills from an early age. This will help generate sustainable interest in these areas and dispel existing stereotypes.
The study of well-being in Russia has intensified during the COVID-19 pandemic. Leading educational institutions, such as the Psychological Institute of the Russian Academy of Education, Moscow State University, our Institute of Education, and the Department of Psychology at the National Research University Higher School of Economics, are implementing various projects aimed at researching and improving the psychoemotional state of the population. These initiatives contribute to the development of a scientific approach to well-being and its impact on quality of life.
This fall, a joint seminar was held in St. Petersburg with the participation of the Ural Federal University, Tyumen State University, and Tomsk State University. The event discussed the topic of well-being, which has become a key element in the strategic projects of all participants. New interesting developments are emerging in this area, underscoring the relevance and importance of the topic in modern research.
The field of artificial intelligence is actively developing and covers many aspects, including machine learning, neural networks, and natural language processing. Artificial intelligence is already being implemented in various fields, such as medicine, finance, transportation, and entertainment. This significantly improves processes, increases efficiency, and provides new opportunities for businesses and users.
Interest in AI technologies is growing every year, fueling new research and development. It is important to understand how artificial intelligence impacts our lives and the challenges and opportunities it brings. Discussions about ethical issues and AI safety are becoming increasingly relevant in our modern era. The use of artificial intelligence opens up prospects that are difficult to overstate.
Today, it can be said that this is only a nascent story. Universities are currently less active in implementing these technologies than EdTech companies such as Yandex and Sber. These companies are actively engaged in research, experimentation, and development in this field. However, universities are gradually beginning to participate in these discussions. For example, the National Research University Higher School of Economics plans to reformat one of its strategic projects as part of the Priority 2030 program. Initially, the project covered a broad range of topics related to the effects of digital transformation, but will now focus on applied research and the impact of artificial intelligence technologies. Importantly, active collaboration between universities and technology companies can lead to significant advances in education and the development of innovative solutions.
The primary focus will be on generative artificial intelligence. This type of AI is capable of creating new content, including text, images, and music, based on trained data. Generative artificial intelligence is used in a variety of fields, from creativity to science, and its impact on the future of technology is becoming increasingly significant. Discussing the opportunities and challenges associated with generative AI is relevant for understanding its role in the modern world.
Yes, this is precisely the issue that is currently becoming a central topic of public debate. My colleagues and I have conceived an international project aimed at analyzing the reactions of universities in different countries to the current excitement around generative artificial intelligence. We plan to create a kind of "screenshot" of situations to better understand how different educational institutions approach this issue. It's known that approaches vary: in some countries, students are allowed to use these technologies, while in others, they impose strict prohibitions. This historical study will help identify trends and form a more complete understanding of the impact of generative artificial intelligence on the educational process.
We've assembled a team of international experts to conduct the study and plan to present a report by the end of summer. This will be very helpful. At the beginning of the pandemic, we were able to create a "chronicle" of the emergency transition to online services thanks to operational analytics. We are now aiming to conduct a similar study to document current attitudes toward artificial intelligence. This is important until established practices and regulations are established, since artificial intelligence remains a dynamically developing field.
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With the transition to distance learning, universities have become more confident in using online formats, which directly is associated with improving the quality of education. Previous fears of distance learning, caused by doubts about its effectiveness, are gradually becoming a thing of the past. Educational institutions are beginning to realize that modern technologies can significantly improve the educational process.
The introduction of online courses and hybrid learning formats allows universities to expand access to educational resources, attract qualified faculty, and provide students with the opportunity to study in their own preferred mode. This also contributes to the creation of a more interactive environment where students can actively participate in the learning process through discussions, webinars, and other interaction formats.
Furthermore, universities are beginning to use modern assessment platforms and tools, which help maintain high quality standards and monitor student performance. As a result, distance learning not only ceases to be a concern but also becomes an important element in the strategy for improving the quality of education, ensuring accessibility and flexibility for students.
How Educational Researchers Choose Topics
Research topics are selected based on several criteria. Often, the initiative comes from the government or business, which formulate requests for solutions to specific problems and issues. However, the Institute also has the opportunity to independently propose topics based on current scientific trends and societal needs. Funding for such research can be provided through government grants, private organizations, and the Institute's own internal resources. This approach ensures research diversity and flexibility in responding to changing conditions and needs.
Good research requires significant financial investments, and in most cases it has a customer who formulates the problem and allocates funds for its solution. The bulk of the funding comes from government resources. Typically, the process looks like this: a specific applied problem arises that requires a solution, leading to the need for innovative developments or research. Consequently, a research topic aimed at solving this problem is developed. Solving practical problems is not always the only goal. For example, within the framework of the "5-100" project, increasing the global scientific visibility of Russian universities became an important focus. The main evaluation criterion was publication activity and the number of cited articles in reputable international journals. Therefore, resources were purposefully allocated to achieve these indicators. Research topics were developed not only based on applied problems but also taking into account global scientific trends, which increased the chances of publication in international journals and contributed to increased citation rates. Research institutes often find it difficult to avoid becoming order-filling factories, especially given that external stakeholders' interest in various topics can fluctuate. It is important to maintain a stable research topic despite the lack of resources for long-term projects. This task is extremely complex and requires a thoughtful approach to selecting priority areas and active engagement with stakeholders to maintain the relevance and significance of our research.
At the Institute of Education, we approach this problem holistically. We analyze existing approaches and practices to identify the most effective methods. Collaboration with faculty and students is crucial, allowing us to consider different perspectives and develop optimal solutions. We also utilize modern technologies and innovative methodologies to enhance the educational process. Our goal is to create a supportive educational environment in which everyone can realize their potential.
We held a series of discussions and collected analytical data to identify key topics for our academic community. We agreed to focus our efforts on these topics and support them regardless of external commissions from the government or industrial partners. To this end, we are accumulating reserves using the funds we earn, thereby creating a grant fund. This will allow us to continue research and provide expertise in areas that are important to us, which contributes to the sustainable development of our community and increases its scientific significance.
This allows us to proactively generate demand for new topics that have previously attracted no interest. Because the problem went unnoticed, there might not have been a demand for it. However, when we convincingly demonstrate with data that the topic is truly important, it begins to be discussed. As a result, external stakeholders develop a demand for research in this area. This opens up new opportunities for analysis and the development of solutions that meet current market needs.
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The topic of well-being has only become relevant in recent years. Just 4-5 years ago, it was difficult to imagine that anyone would seriously invest resources in studying it. However, today we are seeing growing interest in this area, demonstrating the importance of well-being for personal and social life. Research in this area helps identify key factors influencing quality of life and overall health. Thus, investing in well-being becomes not only relevant but also necessary for achieving harmony in society.
Currently, monitoring systems and developing programs to improve students' psychological well-being are not only being approved but are also becoming mainstream. This is due to the growing interest in mental health issues in the educational environment. Research has played a key role in shaping this demand, emphasizing the importance of supporting students' psycho-emotional well-being. In the context of modern education, programs aimed at improving psychological well-being are becoming essential for creating a healthy and productive educational environment.
I consider the situation from the perspective of a major player such as HSE, which has significant resources. However, not all organizations are able to act so proactively. Many are forced to adapt to market conditions, focusing on research that meets current demand and available resources. This emphasizes the importance of flexibility and the ability to respond to changes in the market environment for successful advancement in scientific and research activities.
The Institute of Education has identified key topics that remain relevant regardless of customer research requests. These topics cover important aspects of the educational process and are aimed at improving the quality of education. We strive for in-depth analysis and the development of new approaches in areas such as innovative pedagogical methods, the integration of digital technologies into the educational process, issues of inclusion and accessibility in education, as well as research in educational policy and management. These areas contribute to the development of educational science and help shape the strategy for the future of education. The problem of educational inequality remains relevant. Over the past five years, there have been no research commissions in this area, and if we were focused solely on funding, we would have long since ceased working on this topic. However, we continue to invest in research to highlight the importance of this issue using our data. Educational inequality negatively impacts student outcomes, and we see it as our mission to promote a culture of discussion about this issue in Russia.
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Student failure is often caused by educational inequality and educational poverty. These factors influence access to quality education, which in turn negatively impacts academic achievement. Educational inequality manifests itself in various forms, including differences in school funding, access to modern educational materials, and qualified teachers. Educational poverty, in turn, can be associated with low family income, lack of support in the educational process, and a lack of resources for learning. To overcome these barriers, it is necessary to implement effective strategies aimed at reducing the educational gap, which will help improve academic achievement and ensure equal opportunities for all students.
The key themes of our research are the development of universal skills and competencies, as well as the formation of proactive and socially responsible behavior through educational means. These aspects are the basis of several of our research projects, spanning from early school age to higher education. We strive to explore how education can contribute to the development of these important qualities in students.
This year, we are actively participating in the discussion of artificial intelligence. Our position is not prohibitive. We believe that productive research discourse should focus on assessing the potential for effectively using artificial intelligence tools to solve educational problems. This will form the basis for creating innovative approaches and improving the quality of education, which is especially relevant in today's rapidly changing world.
What is the focus of personal research interests?
As the head of the Institute of Education, you are faced with a huge amount of administrative work, but your attention is also focused on research. What research topics are of greatest interest to you?
There are three key topics that I actively research. The first is related to postgraduate education. Without high-quality postgraduate education, the development of science becomes difficult, and in the context of the knowledge economy, it occupies an important place. Several years ago, together with colleagues, we began a systematic study of the reasons for the low effectiveness of postgraduate education in Russia and the development of solutions for its improvement.
To improve the quality of academic supervision, it is necessary to systematically create a supportive environment for graduate students. It is important to provide informal support that will help graduate students feel more confident and comfortable in their studies and research. It is also necessary to minimize the risks associated with graduate students' psychological distress, which will help improve their emotional state and increase overall productivity in research. Creating such an environment will contribute to the successful development of graduate students' scientific potential and improve the quality of their work.
Financial support for graduate students plays a key role in their academic careers. It provides the opportunity to focus on research, minimizing the need to look for part-time work. Support in the form of scholarships or grants allows graduate students to delve deeper into research and achieve high results in their field.
The issue of psychological well-being and ill-being is truly relevant in modern society. Psychological well-being includes emotional stability, a positive perception of oneself and the world around us, and the ability to cope with stress. At the same time, ill-being can manifest itself in various forms, such as anxiety, depression, and other mental disorders. Understanding these aspects helps not only with personal development but also with creating a healthier social environment where everyone can feel comfortable and safe.
Research confirms that postgraduate students experience higher levels of psychological ill-being compared to their peers. This issue is rarely discussed in public discourse, yet it has significant implications for education and mental health. Understanding and recognizing this topic is necessary to create a supportive environment where postgraduate students can receive the necessary help and resources to overcome difficulties.
The second topic of particular interest to me concerns the study of educational behavior patterns of students at Russian universities. Last year, at our Institute, we began a large-scale longitudinal study dedicated to this issue. Let me explain the essence of our project. We aim to understand how various factors influence students' learning strategies and behavior, as well as to identify patterns characteristic of the educational process at Russian universities. This research aims to improve the quality of education and tailor curricula to student needs, which in turn contributes to increased academic performance and satisfaction.
Modern universities actively invest in developing the educational environment and expanding opportunities for students in both curricular and extracurricular areas. We are generally aware of the initial characteristics of students entering university and the outcomes of their studies—diplomas and competencies. However, the learning process remains unclear, and we know little about how students utilize the opportunities available to them, including extracurricular activities, and what motivates them. This is a "black box" that requires deeper analysis to understand the real needs and interests of students.
We decided to study student trajectories within the university, analyzing the factors influencing their choices and the outcomes they lead to. This will allow us to better understand the circumstances that shape students' educational paths and how they can optimize their decisions to achieve successful results.
The research results have significant practical significance. They can be used to develop new technologies, improve existing processes, or create effective strategies. This can contribute to increased productivity, reduced costs, and improved product quality. In addition, these results can be applied in various industries, including industry, medicine, and education, making them important for further development and innovation.
This will allow universities to more effectively formulate student engagement policies, as well as better understand which opportunities are worth investing in and which tools to use to organize work with them.
Your website states that the study will be conducted annually on the same students for four years. I wonder which specific universities this refers to? This question is important because it's no secret that a variety of study opportunities, including elective courses, are not available at all institutions. This is likely especially true at leading universities.
We started with nine highly selective universities, and this year we added three more. You're right that highly selective universities tend to invest more in creating opportunities and activities for students. However, it's worth noting that this is not the only factor. First, we observe that student success rates at these universities do not always differ significantly from those at other institutions. For example, attrition rates at highly selective universities are roughly the same as at other universities. This highlights the importance not only of an institution's reputation but also of the overall quality of the educational process.
Highly selective universities attract highly motivated students with outstanding academic achievements. However, despite their strong entry indicators, 20 to 25 percent of these students do not complete their studies. It is important to understand the reasons for this phenomenon. Possible factors may include stress levels, lack of social support, difficulties adapting to the learning environment, and high academic expectations. Understanding these causes will help universities develop more effective student support programs, increasing their chances of successful completion.
At highly selective universities, a significant number of students express dissatisfaction with the quality of education. This may be due to various factors, including high academic expectations and a lack of individual attention from faculty. Understanding the causes of this dissatisfaction is important for improving the educational process and increasing student satisfaction.
Highly selective universities do not always live up to expectations. There is often a myth that studying at such institutions guarantees a high level of knowledge and a successful career. However, the reality may be different. Students may face high demands and intense competition, which creates a stressful environment. In addition, there is not always sufficient support from faculty and administration. It is important to consider that the success of graduates depends not only on the prestige of the university, but also on their personal efforts and abilities. Therefore, when choosing an educational institution, it is worth paying attention not only to its ranking, but also to the quality of education, available resources, and student support.
It is not clear that these facts indicate the ineffectiveness of universities. Most likely, students enter highly selective universities with high expectations from the educational process. If universities continue to operate according to traditional models, students may not receive the level of education for which they came. This highlights the existence of a communication gap that needs to be addressed and addressed.
Research shows that academic dishonesty is a common problem at highly selective universities. These institutions, despite their rigorous selection processes, are not immune to cases of cheating and violations of academic standards.
The third factor points to important aspects that can influence results or processes in a particular area. It emphasizes the importance of a holistic approach to situational analysis, contributing to a deeper understanding and identification of key factors influencing the final result. Studying this factor can help develop strategies and solutions aimed at improving effectiveness or achieving desired goals.
This is a clear sign that the education system is struggling. Highly motivated and strong students, capable of independently coping with academic challenges, are confronted with shortcomings in the way universities teach them. Despite significant efforts by educational institutions, many resort to ineffective methods that do not contribute to the genuine development of student skills. It is important to delve deeper into this issue and understand how the learning process can be improved to achieve better results.
We consider the study of educational behavior at highly selective universities as the first wave of analysis. We have a particular interest in this group of universities, but the study of educational behavior patterns remains relevant for other educational institutions as well. This allows us to identify general trends and adapt educational strategies in different contexts.
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Individual educational trajectories in universities: principles of work and future development
Individual educational Individualized learning paths in higher education institutions are flexible learning models that allow students to tailor their educational experience to their interests and career goals. This innovation aims to create a unique learning experience for each student, promoting deeper knowledge acquisition and the development of essential skills. Individualized learning paths are based on the principle of choice. Students can shape their own curriculum by choosing courses, specializations, and modes of study. This allows them to consider their individual preferences and abilities, as well as the demands of the modern labor market. It is important for universities to support this practice, as it helps increase student motivation and improve the quality of education. The prospects for individualized learning paths are very promising. In a rapidly changing world and the constant emergence of new professions, the ability to adapt education to current needs is becoming critical. Universities that implement such pathways will be able to better prepare their graduates for the challenges of modern society and the economy.
Thus, individualized educational pathways at universities not only improve the quality of education but also open up new horizons for students, helping them become more competitive in the labor market. The implementation and development of such programs will be a key factor in shaping the future of higher education.
You've already mentioned two significant research topics that interest you: postgraduate studies and student learning behavior patterns. Could you tell us about a third topic that also interests you?
The topic of psychological distress remains relevant, and I've raised this issue repeatedly. During the pandemic, at the request of the Ministry of Education and Science, we, together with 13 universities, analyzed the impact of the pandemic on the quality of education. One of the most surprising results was that three-quarters of students exhibit symptoms of psychological distress, and about 20 percent of them experience symptoms of moderate to severe depression. While it's impossible to say whether these phenomena are directly related to the pandemic, previous research has shown that students are generally more vulnerable than other groups. However, the scale of this problem turned out to be much greater than we expected.
The pandemic has sparked deeper research into the factors influencing psychological well-being and distress at the university. This research encompasses not only students but also faculty and administrators, highlighting the importance of the overall psycho-emotional climate in the educational environment. Psychological well-being at the university plays a key role in academic and professional success.
This topic is of great interest to me because it touches on important aspects of our lives and society as a whole. Discussing such issues allows for a deeper understanding of ongoing processes and their impact on our everyday lives. Furthermore, awareness of this topic contributes to the formation of a more informed opinion and active participation in the discussion of current issues. It is important not to remain on the sidelines, but to engage in dialogue to jointly seek solutions.
Discussing effective pedagogical methods and learning design becomes challenging when students with psychological problems are present in the classroom. It is important to focus on transforming the educational process to minimize the negative impact on students. At the same time, it is necessary to develop psychological resilience in students. The causes of psychological distress often extend beyond the educational environment and may include external factors. However, research shows a link between the organization of the educational process and students' mental health. Therefore, it is important to consider how educational methods can influence the psychological well-being of students.
Study additional materials:
Psychological well-being of students: problems and solutions
The psychological well-being of students is an important aspect of their Academic and social life. In today's educational environment, many students face various stressors that can negatively impact their mental well-being. Key issues include high levels of stress, anxiety, depression, and loneliness. Various programs and initiatives should be implemented to support students' psychological well-being. It is important to create a safe and supportive environment where students can openly discuss their problems. Psychological support, access to counseling, and support groups can significantly improve students' overall well-being. Furthermore, educational institutions can organize workshops and training sessions aimed at developing stress management skills and emotional intelligence. Participation in sports and cultural events also contributes to the improvement of students' psycho-emotional well-being, helps establish social connections, and strengthens a sense of community.
Thus, addressing students' psychological well-being requires a comprehensive approach, including both support from educational institutions and the active participation of the students themselves in creating a positive atmosphere.
What in the discussed educational trends seems mythical and what is true?
Let's take a break from research and discuss your personal impressions of modern trends in education. Nowadays, particularly due to the influence of artificial intelligence, profound changes in the educational system are being actively discussed. Some believe that education must undergo radical transformation. What is your opinion on this matter? Do you agree that such tectonic shifts are necessary to improve the quality of education?
My position lies at the intersection of techno-optimism and techno-pessimism. Changes in the educational environment are indeed happening, and they are difficult to ignore. These changes require a rethinking of approaches to assessment. New technologies can reduce the burden on teachers and students, allowing them to focus on developing other skills. However, it would be an exaggeration to claim that the teaching and learning process has changed radically. At the moment, we are not seeing significant transformations in this area.
The research project I mentioned provides an opportunity to analyze current trends. I have already drawn an analogy with the transition to distance learning during the pandemic, and I will repeat it again: at that time, many predicted that everything would change dramatically. However, based on the data collected, we can conclude that most universities have returned to the familiar teaching format that existed before 2020. There have been no significant changes in the areas of management, content, and the educational process. While there are isolated examples of innovation, overall we are not seeing widespread transformation. Personally, I also remain cautious about issues related to artificial intelligence.
In recent years, the issue of the obsolescence of universities has been actively raised in discussions and the media. There are opinions that today's younger generations do not see the need for them and that higher education no longer meets their needs. However, if we look at the facts, we can see that universities continue to play an important role in the educational system.
Despite the development of alternative forms of education, such as online courses and professional programs, universities still offer a number of advantages. Firstly, they provide deep theoretical knowledge and critical thinking that are difficult to obtain in short courses. Secondly, universities provide students with unique opportunities to interact with faculty and peers, which promotes the exchange of ideas and the development of social skills.
Furthermore, many employers still value university degrees and see them as an indicator of a candidate's seriousness and professionalism. Universities are also actively adapting their programs to the demands of the labor market, allowing them to remain relevant and in demand.
It is important to note that the quality of education and its relevance to modern needs depends not only on the educational institution itself, but also on the willingness of students to actively participate in the learning process. Thus, universities continue to be a significant part of the educational ecosystem, despite the emergence of new forms of education.
The discussion about the new generation being different from previous ones is not new and has existed as long as humanity. The question of the future of universities has also been raised before. One of the significant works on this topic is Bill Readings's book "University in Ruins," published relatively recently. It analyzes the crisis in higher education and its consequences, making it relevant for the discussion of the problems of modern education and training.
The attitudes of representatives of different generations toward the value of higher education is an interesting topic for analysis. Research has shown that many ideas about higher education are myths and not objective reality. Comparing the views of different age groups allows us to better understand how perceptions of higher education change over time and the factors influencing these changes. It is important to consider how social, economic, and technological conditions shape opinions about the importance of higher education in modern society.
We have implemented a large-scale project, "Readiness for Change," which annually surveys households about parents' preferences regarding the level of education for their children. The results show that the prestige of higher education remains at over 90%. However, analyzing actual data on educational trajectories, we observe that approximately 60% of schoolchildren after 9th grade choose college. This demonstrates a gap between the high status of higher education and actual educational choices. The reasons for this phenomenon are varied and require further research. It is important to understand what factors influence the choices of parents and children, as well as how educational trends are changing in modern society.
I believe that we shouldn't reduce everything to generational differences. Often, people of different age groups have similar social experiences, which are a more stable category than age boundaries. Representatives of different generations may have more in common than differences. Conversely, differences in social experience may not depend on age. For example, participants in a special military operation will soon return and begin enrolling in universities, which is already noticeable in the first groups of students with preferential rates. These students will have unique and complex social experiences, which creates new conditions for educational institutions. This represents a serious challenge for the education system, requiring a rethinking of approaches to teaching and the adaptation of curricula.
If you could change one thing about Russian higher education, what would it be?
Learning should not only take place in university classrooms, even if qualified teachers work there. It is important to incorporate real-world, socially useful practices into the educational process. This fosters cross-professional skills such as competence, critical thinking, teamwork, and creativity. Integrating theoretical knowledge with practical experience allows students to better prepare for the challenges of the modern world and become sought-after specialists.
Our organization has experience implementing service learning as a mandatory element of the curriculum, which involves students in real-world projects. However, this approach has evolved into "Service Learning," emphasizing patriotism over project-based learning and practical experience. Patriotism is certainly important, but it is also important to provide students with the opportunity to interact with industrial partners and complete professional internships during their studies. This will allow them not only to develop the necessary skills but also to understand the real needs of the labor market.
It is truly important for universities to have industrial partnerships with representatives of various sectors. These collaborations allow students to immerse themselves in real-world projects, which significantly improves the quality of education. Internships in real-world settings help future specialists develop essential skills and gain valuable experience. However, despite existing ties, there is a need to expand such partnerships so that students can gain even more opportunities for professional growth and adapt to the demands of the modern labor market. The quality of education at Russian universities leaves much to be desired. While leading universities boast higher indicators, other educational institutions face serious problems. Collaboration with industrial partners is often limited to mere declarations and intentions, without delivering tangible benefits to students. While there are some successful examples of such interactions, they are not widespread. It is important to note that engaging employers in the development of educational programs, assessing the quality of the educational process, and interacting with students requires a more systematic approach and proactive actions. Significant changes and closer collaboration with industry are needed to improve the quality of education and prepare students for the demands of the labor market.
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