Russian Educational Institutions Research Articles

Analytical capabilities of reports on research activities of universities: Current practice and prospects

Subject. The article considers various types of reporting as sources of information on the research activities of higher education institutions in Russia to assess its effectiveness. Objectives. The aim is to examine the current reporting system based on the specifics of the activities of Russian universities in order to identify problematic aspects of the presentation of information on research and development, determine further prospects for improving the structure and content of reporting on the results of research activities of universities. Methods. The study employs general scientific methods of cognition, including analysis, synthesis, observation, systematization, classification, comparison, generalization. Results. We reviewed forms of statistical monitoring of university activities in the field of research and development, the structure and content of reporting, examined the structure and content of university self-examination reports characterizing research activities, investigated possibilities for evaluating the research activities of the report on intellectual capital of universities, integrated reporting, and comprehensive public reporting of universities. Conclusions. All reports are generated with varying level of detail, the same information is duplicated in different forms of reporting, some reports are overloaded. Reporting is mainly aimed at satisfying the interests of government regulators and does not meet the needs of other stakeholders. This necessitates the development of modern advanced reporting concepts, taking into account the specifics of universities to meet the needs of a wide range of users.

Жанровое своеобразие официальных телеграм-каналов высших учебных заведений

This article presents a study of the genre field of official Telegram channels of higher educational institutions in Russia. It is shown that the publications of these channels on this platform are similar in their structural and stylistic design: they have multimedia and text blocks, are characterized by concise and fragmented text, interactivity and hypertextuality, a combination of official-business and informal presentation of information, among other features. The genre composition of these channels has a core zone, which includes types of publications such as “news post,” “announcement post,” “presentation post,” “educational post,” and “digest.” Common genres on official Telegram channels of universities include “congratulatory posts,” “presentation posts of educational programs,” genres like “historical chronicle,” “interview,” “repost”; relatively rare genres include “diary,” “schedule,” “quotes,” and other models. The individual style of a specific channel is formed through a comprehensive approach to the composition of genre forms and their symbolic expression using multimedia, textual, and other systems. For the identification of different genres on this platform, thematic, stylistic, content-based, lexical features play a greater role than compositionalstructural and sign-formative characteristics. The stability and uniformity of the core zone of Telegram channels of universities, as well as the similarity of structural, stylistic, and linguistic characteristics of the genres included in it, allow us to speak about the possibility of classifying a university's Telegram channel as a special type of hyper-genre system.

On mathematics education for women in Russia prior to 1917

This paper attempts to describe women’s mathematics education in certain types of educational institutions in Russia before 1917. The history of women’s education (inclusive of the humanities) begins effectively in the eighteenth century. This education was inevitably limited, since the role assigned to women did not imply any special study of mathematics – mathematics was needed primarily for maintaining the household. To be sure, to this was also added the problem of intellectual development, which sometimes led to girls being taught geometry, and even algebra, although this did not happen often. At the same time, women’s mathematical talents could be valued quite highly. Gradually, the situation changed, and already in the twentieth century the opinion that women’s mathematics education should not differ from men’s was very widely expressed. This paper analyzes various views expressed in surviving documents, as well as textbooks written for girls, and memoirs that make it possible to imagine to a certain degree how exactly the teaching of mathematics at women’s educational institutions was implemented and perceived.

Using ChatGPT in planning English language classes

The digital transformation is a global trend in modernizing educational systems. Implementing digital technologies in Russian educational institutions has been legally established and has become an everyday practice for teachers and students. The transition to new forms of learning, including interaction with artificial intelligence (AI) in combination with other technological solutions, contributes to solving applied problems, such as optimizing teacher’s working time. This article explores the possibilities of using AI (in particular, ChatGPT) as a tool for English lesson planning and instructional design.The article provides an overview of the capabilities, basic principles of interaction, and prospects for using ChatGPT in the educational process. The main part of the article consists of examples of ChatGPT responses to requests from a user — an English language teacher. As a result of interaction with ChatGPT, we were able to create a lesson plan as well as exercises for the development of lexical skills, for monitoring text understanding, for developing speaking skills and listening skills. The article demonstrates that the use of ChatGPT in English language lesson planning opens new perspectives for effective individualized learning and expands the possibilities for creating attractive and relevant educational content to meet diverse needs of students.

Health Factors for Preschool Children Educational Institutions in Russia

The article analyzes the health problems and resources of preschool children. The positions and conclusions of the authors are based on the results of sociological measurements carried out in educational organizations of the Irkutsk region in January-February 2024. The sample size is 943 parents or legal representatives of children attending educational organizations of the Irkutsk region. The subject of author’s research is the factors of the dynamics of the incidence rate of preschool children. The definition of these factors makes it possible to outline and test a program of preventive measures in order to effectively introduce preschool education into the regional system. In the list of destructive transformations of the regional health care system, the authors note an increase in chronic diseases, a deficit of physical activity, violations of the diet and its quality. The research program includes the determination of not only objective indicators of a medical nature, but also subjective assessments of all participants in the educational process. The importance of identifying the growing needs of the parent community and children’s teams in the field of health protection is justified. Socially significant and acceptable protector programs are discussed both for the improvement and education of all participants in the educational process, and for the development of a culture of health preservation within the preschool institution and beyond. The conclusions and results of the work can equally be useful to teachers-practitioners, administrative and managerial apparatus of departmental services, as well as representatives of the scientific community in the social sphere, in the institutes of health and education, for the development of social stabilization programs for modern Russian society.

Protection of children’s health in the environment of Russian emigration and the USSR in the conditions of the spread of infectious diseases in the 1920s–1930s

Introduction. The preservation of children’s health is an important state task, the success of which is largely determined by the socio-cultural context, traditions in the application of preventive measures and the provision of medical care. In this regard, it is indicative of the comparison of measures to preserve the health of schoolchildren in the “Russian schools” of the emigrant environment (on the example of schools in the Czechoslovakia and the Kingdom of Yugoslavia) and Soviet schools in the 1920s and 1930s in the conditions of the spread of infectious diseases. Materials and methods. The data sources were published reports of Russian educational institutions in exile, which contain information about the health of schoolchildren, data on the health of Soviet schoolchildren were obtained from collections of analytical works of the specified period. Results. The prevalence of infectious diseases in children among Russian emigration and in the USSR was comparable, with the exception of measles, cases of which were not recorded in emigrant educational institutions in the Czechoslovakia and the Kingdom of Yugoslavia. As the main preventive measures, disinfection and examinations were carried out, vaccinations were made. The living conditions of emigrants contributed to the spread of tuberculosis, the incidence of which among children of emigrants was higher than among the European population. Soviet and emigrant doctors agreed that the fight against infectious diseases should develop at the level of organized collectives (schools, kindergartens). Conclusion. Thus, emigrant doctors largely followed the medical traditions and experience that had developed in pre-revolutionary Russia. Nevertheless, the living conditions of emigrants and the lack of funds became factors that reduced the effectiveness of preventive measures and medical care. An important difference was that the events in the Soviet Union were carried out within the framework of the state policy on health protection, and in the emigrant environment were of a local nature, determined as a rule by the capabilities of specific educational institutions.

Problems of Improving Digital Technologies in the Higher Education Institutions in Russia and Uzbekistan for Disabled People

Problems of Improving Digital Technologies in the Higher Education Institutions in Russia and Uzbekistan for Disabled People

Depreciation and impairment of non-financial assets in higher education institutions: Analysis and evaluation

Subject. The article investigates the state of presentation of information on depreciation and impairment of non-financial assets by Russian universities, and prospects for its improvement. Objectives. The aim is to summarize and systematize the provisions of the current federal accounting standards for public finance, governing the depreciation and impairment of non-financial assets, study the practice of accounting policy formation by higher education institutions in relation to non-financial assets based on the specifics of these organizations’ activities. Methods. The study employs observation, comparison, generalization, and interpretation, the analysis of the content of federal accounting standards for public finance, accounting policies for depreciation and impairment of non-financial assets of 26 higher education institutions in Russia. Results. Most higher education institutions do not consider the procedure for calculating depreciation of the structural part of fixed assets. Some universities apply the procedure for calculating amortization of intangibles that does not comply with the provisions of the federal accounting standards for public finance in relation to intangible assets with indefinite useful life. No university identifies signs of impairment or reflects non-financial assets less impairment losses in accounting statements, thus preventing their objective evaluation. Conclusions. I offered a unified approach to identifying external and internal signs of possible impairment of assets by higher education institutions, given the specifics of their activities. The paper established a sequence of actions when testing a cash-generating asset for impairment.

Platforms for Integration of Open Access Resources of Research and Educational Institutions

In order to study the involvement of Russian academic and educational institutions in joint projects to create open access (OA) archives, we have researched the websites of 106 Russian HEIs participating in the program “Priority 2030” and 453 research institutes (RIs) of the first three categories. As a result of the work carried out, it has been found out that 38% of educational institutions’ websites contain institutional repositories (IRs), but half of them are remotely inaccessible. 20% of repositories of educational organizations participate in joint projects to ensure OA. Only 6% of the research organizations’ websites contain IRs that are presented mainly as part of an electronic library (EL), but not as independent repositories. In addition, 10.5% of the total number of RIs do not maintain their own repositories or ELs, but provide information about research results of their employees, the most important academic achievements of researchers as well as give access to digitized texts of the most significant works published within the framework of joint projects. At the same time, information about participation in these projects is missing on the websites of academic institutions. The examination of the websites of Russian educational and research institutions has shown that their participation in projects to develop cooperative OA archives is not uniform: while some institutions are indifferent, others take an active part in several projects at once and provide information about themselves in foreign aggregators. As a result of the research, we have found 7 projects aimed at integrating OA information resources on a single platform. These resources are implemented mainly in ELs. They are different in number of participants, quantity and chronological depth of the content offered. The identified projects can be conditionally divided into multidisciplinary and thematic, national and regional. It has been found out that some ELs provide open access to all content only for project participants, i.e. remote users have the opportunity to familiarize themselves only with public pages or only a small part of the content is available to them.

Analysis of the prevalence and structure of dental morbidity among applicants to the Military Medical Academy named after S.M. Kirov

AIM: To determine the qualitative structure of dental diseases and pathological conditions of the maxillofacial region and the level of their prevalence among young individuals entering higher military educational institutions in Russia. MATERIALS AND METHODS: Data obtained during the dental examination of applicants to the Military Medical Academy named after S.M. Kirov as part of a military medical examination to provide admission to a higher educational institution was comprehensively analyzed. RESULTS: The results showed a moderately high level of prevalence of diseases and pathological conditions of the oral cavity in the surveyed population. Among 589 applicants aged 16–25 years who arrived from different regions in Russia, the percentage of those in need of oral sanitation was 51.95%. The most common nosological form among the examined young people was dental caries, including recurrent and secondary forms, which ranged from 19 to 44% in various groups of examined people. Additionally, a low level of oral hygiene was identified, noted in more than 45% of applicants. CONCLUSION: The peculiarities of the obtained research results should be explained by unsatisfactory knowledge and skills in matters of individual oral hygiene (hereinafter referred to as IHPR), insufficient medical education, low level of compliance, and readiness to carry out activities to maintain dental health among young people.

Русско-персидские школы как элемент реализации политики «мягкой силы» Российской империи в Северной Персии в конце XIX – начале XX в.

Introduction. The late nineteenth and early twentieth centuries witnessed an intensified Russia–UK confrontation in Persia, which was paralleled by penetrations of other great powers (France, Germany, USA) into the Near and Middle East. Under those conditions, Russia’s traditional economic methods of influence in Persia became insufficient. Goals. The study seeks to examine the phenomenon of Russian educational institutions in Northern Persia as another way of pursuing own national political goals in the designated country. The work aims at confirming — with evidence from archival documents — the activities of Russian-Persian schools during the specified period were to shape a positive image of Russia in Persian society. Materials and methods. The most important sources characterizing the process of opening Russian-Persian schools in Northern Persia (their goals and objectives, training agenda, certain results) are documents of both central authorities and diplomatic, economic and military institutions of the Russian Empire to Persia discovered at the Russian State Historical Archive. Analytical and generalization methods — with comparative into historiographic and archival materials — have proved most instrumental therein. Results. The article identifies some prerequisites for the emergence of Russian-Persian schools in Northern Persia, determines the validity of their activities in this particular region of the country, clearly outlines the context of Russia’s competition with other governments in this matter to conclude as follows: the Russian government was perfectly aware of the need to open such schools that would disseminate the Russian language and Russia-related ideas among Persia’s population; graduates of those educational institutions would serve an important element in pursuing Russia’s interests both in trade, economy, and politics; despite various difficulties — primarily financial ones — the schools were popular enough among ethnic Persians both in Tehran and in other cities of Northern Persia.

Digital resources in teaching Russian to Chinese students outside of the language environment

Introduction. Relations between China and Russia are becoming increasingly close, resulting in a high demand for Russian language specialists in the labor market. The lack of a language environment in Chinese universities is a pressing problem that teachers would like to solve. Therefore, the active implementation of digital technologies will undoubtedly compensate for this deficiency. The purpose of the study is to analyze the use of Chinese internet resources in teaching Russian language in Chinese universities. Materials and Methods. The study involved undergraduate, postgraduate and doctoral students studying in the fields of "Russian as a Foreign Language", "Philology", "Linguistics" and "Russian Literature". A total of 117 respondents from nine higher education institutions in Russia and China. These institutions include Heilongjiang Institute of Foreign Languages, RUDN, Moscow State University, Moscow State Pedagogical University, Institute of China and Modern Asia of the Russian Academy of Sciences, Bauman Moscow State Technical University, Russian State University of Tourism and Service, Inner Mongolia University, and Yili Pedagogical University. The research methods employed in the study were analysis of scientific and scientific-methodological literature, observational (monitoring of online and distance learning), diagnostic (interviews with teachers, student surveys), and statistical analysis. Results. It was found that Chinese students do not know which form of education is most preferable outside of the Russian-speaking environment (35.9% – online, 37.61% – in-person, 38.46% – blended). However, respondents (67%) stated that various online resources provide significant help in learning the Russian language. The most popular programs and platforms were Chinese Dingding and Tencent Meeting, international Microsoft Teams and Zoom. Not all Russian-language dictionaries are available online for Chinese people, which is why the share of translation programs assisting in learning Russian language has increased (over 70%). The most frequently used Chinese dictionary was "Qianyiciba" (62%), and the most popular websites include Google Translate, Yudao Translator, Baidu Translate, and Bilibili. It has been proven that among the main problems hindering the process of learning Russian language in online and distance learning formats, psychological discomfort, lack of communication, increase in independent work, and individualization in learning considering the personal needs of students should be highlighted. Conclusion. The results obtained make it possible to determine the prospects for using digital resources in teaching Russian as a foreign language to Chinese students outside of the language environment.

The specifics of the formation and development of the Islamic education system in the Russian Federation at the end of the XX and the first decades of the XXI century

This article is devoted to understanding the characteristic features of the process of formation and development of the Islamic education system in the Russian Federation in the 1990s – 2010s. The author, based on the analysis of scientific papers, analyzes the process of formation and development of the Muslim educational system in the Russian Federation. This study examines the specifics of the work of secondary and higher Islamic educational institutions in Russia in the 1990s – 2010s. The author studies the role of the Russian authority in the creation of a Muslim spiritual educational structure and the corresponding legislative framework that developed in Russia during the period under study.

Russia Abroad vs Russian Diaspora in the Interwar Period

This article considers a relevant issue of modern historiography, i. e. the expediency of introducing the concept of “Russia Abroad” in the study of Russian emigration of the 1920s–1930s, along with the definition of “diaspora”. The task is complicated by the lack of a unified categorical apparatus and a variety of interpretations. The problem is solved based on structural and constructivist approaches, as well as comparative analysis. The authors propose their own classification of identifying features of the diaspora, highlighting the geographical (territorial), social, political, cultural, and mental blocks. The phenomenon of Russia Abroad is analysed through the prism of diasporisation. The article shows the process of institutionalisation of the Russian emigration of the 1920s, which brings it closer to the diaspora. However, its composition, unlike that of diaspora, was polyethnic. The dominant trend was the preservation of not ethnic but cultural and civic identity, which determined the structure-forming leitmotif of activity aimed at constructing its “Russia Abroad”. However, having renounced the citizenship of Soviet Russia/USSR and recognising the Soviet government as illegitimate, the emigrants unsuccessfully tried to consolidate a legal connection with the state that had disappeared from the political map of the world, trying to defend the old passports. The vectors of reflexive activity with a myth-generating potential were an ostentatious opposition to all things Soviet, the preservation of national identity and traditional values (unlike those born in the revolution), the “ethical code”, social norms, and the justification of the missionary role of emigration. Of the many institutions that claimed to have become a successor authority, the Council of Former Ambassadors headed by M. N. Girs stands out. He concentrated human, financial, material, and organisational potential in his hands and had representation at international organisations, including the League of Nations, in Geneva. The foreign diplomatic corps became the guardian of the idea of all-Russian statehood. Well-established communication links helped him to carry out tasks that were not typical of him, adapted to the new situation and focusing primarily on the settlement of the legal situation of refugees. The article concludes about the consolidating function of both mythmaking and activities aimed at reproducing the attributes of statehood. The Russian “state-like form of being” contributed to the preservation of the Russian language, national identity, and the creation of a system of Russian educational institutions and institutes of historical memory. The doom of Russia Abroad was due to both its conservatism and confrontation with the motherland. The division into two Russias could not carry a positive potential. Foreign Russia can be characterised as a diaspora, but this phenomenon goes beyond even the wide range of identification features that are given to the diaspora today.

THE COMPARATIVE ANALYSIS OF PRACTICES OF SOCIO-ARTISTIC EDUCATION AT PEDAGOGICAL UNIVERSITIES OF RUSSIA AND CHINA

This scientific article is devoted to a comparative analysis of pedagogical higher educational institutions in China and Russia in the field of art education and social practice. The main purpose of the study is to identify similarities and differences between the educational systems of the two countries, their approaches to teaching contemporary art, as well as interaction with the artistic community and the social environment. The article provides an overview of the existing research in the field of socio-artistic education at pedagogical universities in Russia and China. The key aspects and practices are analysed, such as the organisation of the educational process, inclusion of students in art projects and practices, interaction with the local art community and social organisations. The results of the study help to identify similarities and differences in the approaches to socio-artistic education in educational institutions in Russia and China. The author discusses the advantages and disadvantages of each system and gives recommendations for improving the practice of socio-artistic education in pedagogical higher educational institutions of both countries. The research is of interest to educators, scientists and specialists in the field of art education, as well as those who are interested in comparative analysis of educational practices of art in different countries. The results of the work can be used to develop training programmes and improve the quality of socio-artistic education at pedagogical universities.

Strengthening the institution of the family by social work methods

The article considers the possibilities of preparing teenagers for family life through the use of active-forming technologies of social work. The crisis of the institution of the family, the loss of their functions by the family has attracted the attention of scientists for more than a decade. The crisis of the family is closely connected with the spread of negative processes in society as a whole. Among them: an increase in the number of teenage pregnancies, the incidence of HIV, a decrease in the birth rate, etc. This confirms the relevance of work in the field of sexual education of schoolchildren, the formation of a positive image of the family in society, and increasing the parental and marital competence of young people. Despite this, classes to prepare schoolchildren for family life in Russian educational institutions are still not held. The authors propose to use active-shaping technologies of social work for these purposes. The interactive nature of the proposed course has many advantages. It allows teenagers to be more open in discussing intimate topics, ask clarifying questions and express their own opinions during class. The article discusses the psychosocial characteristics of adolescents, presents the results of testing an active-forming program for preparing adolescents for family life in work with high school students.

Спортивная инженерия: от подготовки специалистов до создания интеллектуальных систем

The sports technology industry is currently experiencing rapid growth, driven by an increasing focus on fan engagement and satisfaction in stadiums, the desire to improve player and team performance, and the widespread adoption of eSports innovations. This, in turn, predetermined the emergence of a new field of knowledge – sports engineering, which bridges the gap between sports science and engineering developments. The development of this field is supported and stimulated by sports engineers, whose professional training has become one of the tasks of educational institutions in many countries around the world. The research hypothesis is that training and talent development in the field of sports engineering requires an integrated approach that will be based on thematic concentrations of engineering, medical, information and natural sciences. The purpose of the article is to consider the development of the concept of training specialists in the field of intellectual sports engineering through the prism of interdisciplinary integration. Research methods: study of specialized literature, analysis and synthesis, generalization and grouping, modeling, abstraction, systematization. Prospects for the development of sports engineering are outlined. The interdisciplinary connections of sports engineering are formalized, covering classical engineering, sports science and medicine, and sports equipment. The features of teaching sports engineering at the Belarusian National Technical University are described. Recommendations have been developed regarding the creation of engineering sports specializations in educational institutions in Russia. Satisfying public demand for sports engineers involves the implementation of a comprehensive policy for training specialists with the active interaction of government agencies, educational institutions, sports organizations and private companies.

Coaching in educational institutions in Russia

Coaching in educational institutions in Russia

Knowledge management practices in Russian educational institutions

Goal: the aim of this study is to analyze the practices of knowledge management in Russian educational institutions and compare the obtained results with foreign practices. Metodology: the systematic analysis of literature and the quantitative survey of respondents of Russian educational institutions were carried out. The content of 57 scientific articles was analyzed; 74 unique knowledge management practices were identified and grouped for the survey. Based on the responses of 120 heads of administrative divisions of educational organizations, redistribution of the identified practices was carried out in the key areas of application, thereby forming a different set of practices from foreign countries. Findings: the analysis and systematization of secondary sources of information revealed a set of knowledge management practices in Russian educational institutions that differ from the foreign practices. The descriptive research and literature review identified the mostly used knowledge management practices in Russia. Originality and contribution of the authors: the work contributes to the field of knowledge management by proposing the differences between foreign and Russian knowledge management practices, as well as supplementing and modifying the existing set of practices in the context of educational organizations.

РАЗРАБОТКА КАРТЫ ЦИФРОВЫХ ИНСТРУМЕНТОВ ДЛЯ ПРОДВИЖЕНИЯ ПЛАТНЫХ ОБРАЗОВАТЕЛЬНЫХ УСЛУГ ВУЗОВ РОССИИ

The article is devoted to the development of a map of digital tools in order to promote paid educational services by higher educational institutions in Russia. The article analyzes the individual branches of the map, including desktop search, direct marketing via smartphones, websites, including the university website, online media and others. The variety of forms of digital tools for promoting the services of a university and creating its attractive image for applicants is shown. Based on the study, recommendations regarding university marketing are formulated.