DEVELOPING CROSS-BORDER COOPERATION IN HIGHER EDUCATION: RESEARCH OF DIRECTIONS

Abstract

The relevance of cross-border higher education cooperation in Russia is conditioned by the state policy of border geostrategic territories integrated development under conditions of globalization development, regionalization, growing migration flows of population, including educational mobility. The main idea is that at present a high level of conceptualization of cross-border cooperation in the training of pedagogical and managerial personnel in the sphere of education in the cross-border space of Russia as an integral scientific and educational system is highly needed. The aim of the research is to substantiate the research directions of managerial and pedagogical personnel training in the sphere of education, migration management in education for the period up to 2030. The methodological basis of the study is an interdisciplinary paradigm of analysis of cross-border and cross-border cooperation in education. We examine and summarise research on cross-border cooperation in education from 1993 to 2020, conduct a systematic search for theories of state border protection, borderology, discuss the results and implications for educational research and practice. The study used a content analysis of relevant 313 empirical studies published between 2017-2021, in journals included in the international databases Scopus, Web of Science, Google Scholar and Elibrary. The theories, models, perspectives, potentials of cross-border cooperation in global and cross-border dimensions were explored, the results of interdisciplinary study of cross-border cooperation in borderology and political science is represented. The theories, problems and models of cross-border cooperation of higher educational institutions in the post-Soviet period are highlighted. The most significant results: a) the necessity of creation of potentials of federal universities in development of cross-border geostrategic cooperation in the field of education was substantiated; b) conditions and possibilities of development and realization of master's programs of education managers training, relevant to formation of cooperation with universities of border and cross-border space were systematized; c) educational issues of border and cross-border cooperation were developed. The study concludes with discussion and formulation of new research directions in cross-border cooperation in education. Information about main directions of research on cross-border and transboundary cooperation can be used when planning new scientific, educational, scientific-methodological projects of cross-border and transboundary cooperation in education and science.