Abstract
Over the past decades, the Russian tertiary sector has undergone profound changes caused by economic and social factors. The paper focuses on the challenges that modern universities are facing nowadays. One of the challenges is pedagogical and methodological professional development of academic staff, which has been affected by the COVID-19 crisis. However, a rapid shift to online teaching and learning has offered new opportunities to capacity building of staff and faculty who have learned and tested new tools and systems to enable distance teaching and learning. USUE case is considered.
Highlights
For many years the model of higher education in Russia was considered as conservative and not open to change
Over the past decades, this field has undergone profound changes which have resulted from a range of economic and social reasons, including the creation of a competitive economy which is based on high-tech industries, and social modernization of society
The provisions of the Bologna Declaration have been applied fragmentally; the transition to the Bologna process in Russia has been limited by the introduction of the bachelor and master level programs only
Summary
For many years the model of higher education in Russia was considered as conservative and not open to change. The Bologna process has contributed to structural changes, with regard to curricular reforms, quality assurance and student mobility [1]. A tangible positive outcome for the Russian higher education would be standardization and unification and national curriculum restructuring with implications for teaching and learning strategies, which could assist Russia in entering the single European educational space; ensure student and academic staff mobility and open up the Russian market of educational services. This context entails problems associated with the state regulation of the education system through. Federal State Educational Standards (FSES), and with teaching and learning strategies, in particular, formulation of learning outcomes
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