Russian Higher Education Institutions Research Articles

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.

Tissue science and histology in the system of biomedical scientific and educational disciplines

In this article, the authors analyze the role and significance of histology in biomedical scientific and educational disciplines (history, present condition, and controversial issues). This study discusses the formation and development of histology—the science of tissues—and the emergence of notions about tissues and tissue classification. When describing the microscopic structure of plant organs in 1671, the English botanist and physician N. Grew (1641–1712) used the term “tissue” for the first time. In the mid-19th century, German histologists R.A. Kölliker (1817–1905) and F. Leydig (1821–1908) established the present scientific classification of tissues. These authors classified tissues into four main groups: epithelium, connective tissue and blood, nervous tissue, and muscle tissue. Russian scientists A.A. Zavarzin and N.G. Khlopin made significant contributions to developing tissue classification and evolution problems. It is worth noting that the term “tissue,” which was initially interpreted as purely morphological, has gained physiological content; that is, the idea of “tissue” has become a morphofunctional concept. The idea of tissue stability during the ontogenesis stages of organisms is one of the significant paradigms of histology. Fabric variability is allowed within certain limits within the tissue group to which the fabric belongs. There is no compelling evidence of tissue transition from one tissue group to another. The first histology departments appeared in European higher educational institutions in the middle of the 19th century and Russian higher educational institutions in the late 1960s. As a scientific discipline, histology has not exhausted its capabilities; therefore, excluding histology from the nomenclature of scientific specialization is incorrect.

Questioning the status quo of Russian as a foreign language: the results of a sociological study

The article is devoted to consideration of the issue of the status of the academic discipline “Russian as a foreign language” in the educational structure of training foreign students in Russian higher educational institutions. The problem is very relevant and requires an immediate solution, since this subject still does not have an official code of academic discipline in Russian universities. The paper attempts to answer the question to what extent RFL as a special academic discipline is familiar to Russian and foreign students. The main research method is to conduct a sociological survey of Russian and foreign students studying at several universities in the Russian Federation. In addition, the questionnaires ask a number of questions, the answers to which allow us to see the important differences between RFL as a university academic discipline and other related or related disciplines (for example, a foreign language). The main goal of conducting a pilot sociological study was to clarify the problem of how familiar RFL as a special subject is to one or another social group associated with university activities, and what place this subject, in the opinion of respondents, occupies in the educational structure of a higher educational institution. the object of the study is a special academic discipline in the university curriculum – Russian as a foreign language, and the subject of the study can be considered the perception of the academic discipline by students studying Russian as a foreign language (i.e. foreign students), as well as Russian students who themselves are native speakers of Russian and studies a foreign language. In addition, the subject of the study must include the place that this discipline occupies in the structure of education as a whole, as well as the specifics of teaching this academic discipline in a higher educational institution.

Dictionary of IT terms as a tool for Russian language studies and linguodidactics in the context of digitalization in education

The authors present a comprehensive description of the main features of a new vocabulary project aimed at expanding and systematizing the methodological competencies of a modern teacher of philology. The relevance of the work is determined both by the object of research itself, which is a corpus of terminological units relevant in the digital pedagogical space, and by the need to fix numerous changes in linguistic/linguopedagogical/philological education determined by the transition to convergent learning. The aim of the research is to characterize the specifics of the dictionary entry structure in this lexicographic resource, to describe the principles and methods of selecting terminological units, to identify ways of their defining and translation. The research material includes Russian terminological systems and their English versions, correlated with pedagogical and lexical phenomena of the Russian language. The following scientific methods and approaches were used: component analysis of dictionary entries, comparative method, functional analysis of English and Russian terminology (if there is a translated version), linguistic-cognitive analysis, data systematization and clustering, qualification data interpretation. The results of the study are as follows: a set of problems related to the constitution and categorization of new terminological units explicating the transformation of the educational paradigm is identified and described; the features of lexicographic definition and presentation of indices are characterized; various ways of defining IT terms in the aspect of foreign language teaching methods are proposed, examples of dictionary entries are given. The perspectives of the study are in further expanding, specifying and systematizing IT terminology in modern language education and creating on this base new lexicographic projects which would intensify teaching in Russian higher education institutions.

The Infl uence of Russian Vocal Music on Chinese Vocal Pedagogy and Performance

The article examines the infl uence of the Russian vocal school on Chinese culture in the context of vocal performance and vocal pedagogy. The history of the formation of Russian vocal traditions is touched upon, the process of their integration into Chinese society from the beginning of the 20th century to the present is analysed. The historical process of the functioning of Russian vocals in China is analysed both in general and through the example of the capital of Heilongjiang Province, Harbin – a city that has been considered the center of Russian emigration for more than a century. The specifi cs of teaching vocal performance to modern Chinese students in Russian higher educational institutions are considered. At the end of the article, it is concluded that the promotion of the Russian vocal school in China allows the traditions of Russian vocals to develop not only in Russia, but also abroad.

Adaptive personalized learning: Implementation of emerging technologies in higher education

Adaptive personalized learning: Implementation of emerging technologies in higher education

A comparative study of social media networks among higher education students

This study aims to compare how students perceive and use social media networks (SMNs) in both Omani and Russian higher education institutions. An extensive literature survey was conducted through which the content of the questionnaire was compiled in English, validated for its content, clarity and accuracy by Russian and Omani reviewers and then translated. Data was collected from 837 undergraduate Russian and Omani students using online Google Forms. The results indicate a moderate level of SMNs use in both Higher Education Institution (HEIs) contexts with cross-platform mobile applications at the top of list of the SMNs used by both groups for social connections and multimedia sharing. The overall perceptions towards SMNs seem to be neutral among Russian and Omani students followed by positive perceptions. The study recommends that teachers in both countries provide 'attractive' academic content through a social and multimedia design approach.

Формы организации научно-исследовательской работы студентов в научных студенческих кружках университетов Российской империи в конце XIX – начале XX века

The paper examines the features of organisation of students’ academic research work in the practice of scientific student groups at higher education institutions of the Russian Empire in order to identify the most effective forms of work that have not lost their relevance in the development of student science today. The paper presents the specifics of development of scientific student groups at Russian higher education institutions since the early XIX century, outlines the prerequisites for their appearance, describes the reasons for their intensive development. The work sheds light on the main goals and objectives of scientific student groups, describes the primary areas of their activities, outlines the practical results of their functioning in the late XIX – early XX century. It is noted that student scientific groups create conditions for the comprehensive and most complete development and realisation of students’ creative and scientific potential, form strong scientific traditions, contribute to the improvement of students’ knowledge in various fields of science, have different forms of organisation of students’ academic research activities. At the same time, the practice of organising students’ academic research work at higher education institutions of the Russian Empire within these student scientific groups in the late XIX – early XX century makes it possible to support students’ intellectual activities and enhance their cognitive abilities. The scientific novelty lies in analysing the forms of students’ academic research work at higher education institutions of the Russian Empire within student scientific groups in the late XIX – early XX century. The provision on the essence of the educational charter (the University Charter of June 18, 1863) and its relationship with the content of students’ academic research work in auxiliary institutions at universities and institutes of the Russian Empire has been further developed. Socio-economic, pedagogical factors in the development of scientific student groups in the late XIX – early XX century have been highlighted. The research findings can be used in the educational process of higher education institutions when teaching the courses “Fundamentals of Higher Education Pedagogy”, “History of Pedagogy” to students, postgraduates, teachers of higher education institutions, giving lecture courses on comparative pedagogy, the history of the Russian Empire, as well as when preparing the corresponding textbooks, methodological recommendations from the said courses, term papers and final qualifying papers at pedagogical education institutions of the III-IV levels of higher education accreditation.

Retraction Note: current trends in the digital transformation of higher education institutions in Russia

Retraction Note: current trends in the digital transformation of higher education institutions in Russia

Open-source software for repositories

The modern science depends in many ways on efficient provision of fast, quality access to published research findings. The universities have been developing their institutional repositories that are mostly based on open-source software used in over 66% repositories, OpenDOAR reports. For their digital archives, these organizations choose between various possibilities: purchasing licenses, developing their own or using the open-source software. The author analyzes the use of software in institutional repositories of the world leading universities and compares these trends to that of foreign and national institutions. She focuses on the open-source software as that standing up the transition to the open science concept. The structure of 210 university repositories was reviewed. It was found that the open-source software was the most popular with Russian universities while their platforms selection was rather limited as compared to that of foreign universities. Further, unlike foreign universities, Russian higher educational institutions almost never develop their own repositories though have strong potential to do so.

MOOCs Usage in Russian Higher Educational Institutions: Why Is Not There Any Increasing Demand for MOOCs During Emergency Distance Learning

The abrupt transition to distance learning during the outbreak of the COVID-19 pandemic triggered an urgent need for online resources at higher education institutes (HIEs). Creating analogues of traditional full-time courses demanded for competencies and time resources. In this case ready-made massive open online courses (MOOCs) were supposed to be the most obvious and fastest solution for HIEs. However, analytics demonstrated that educational institutions did not consider MOOC a promising option. This contradiction served as an incentive to conduct this research, which includes the analysis of both non-reactive (MOOCs platform analytics) and reactive (online survey and interviews with instructors) data. Based on our research, we can conclude that the reasons for not integrating MOOCs at Russian HIEs during the COVID-19 pandemic are the following: the peculiarities of MOOCs format, low motivation of instructors, administrative risks, and the uncertainty of HIEs’ and national policies on MOOCs integration. This article will be useful for those who determine educational policy in Russia, university administrators, methodologists responsible for the development of digital educational technologies in HIEs, as well as researchers of higher education .

Russian institutions of higher education in international rankings: the problem social and environmental sustainability

The article analyzes the place of Russian institutions of higher education in the world leading university rankings not only by educational indicators but also taking into account social and environmental impact. For the study two of the most authoritative rankings: Shanghai University ranking and «QS World University Rankings» were selected, as they are recognized by the majority of the global academic community and try to tackle the world’s greatest environmental, social and governance challenges. The appeal to the international research is due to the fact that recently the importance of the compliance of Russian higher education with leading world standards has been admitted not only at the highest level, but also in the professional circles. We have analyzed the results for the last several years, the basic criteria of the international rankings, the place of Russian universities, and identified positions in which Russian universities are inferior to leading universities World University Rankings.

Financial behavior and literacy of students in Russian higher education institutions

The main purpose of this article is to consider the level of financial behavior and financial literacy of students in higher educational institutions. Show what knowledge students have in the field of financial literacy, and how they apply it in real life situations in the modern world, where all types of financial services are actively used. It is also equally important to determine what factors influence the financial behavior of students. Indeed, over the past decades, the financial market, in the context of local wars, armed conflicts, crises, has undergone many changes and innovations. All this has an impact on the social population and requires the study of financial literacy and the formation of financial behavior. All this adds up to a complex financial system. Students already have an understanding of simple financial instruments, but basic knowledge in this area is not enough for a financially independent life. Therefore, it is important to study the financial industry and actively implement this knowledge in everyday life.

Психологическая природа феномена эмоционального выгорания

We analyze burnout phenomenon. In the works of Russian and foreign scientists, the phenomenon of “burnout” is studied as “medical” and “psychological” issue and is considered in terms of its causes, symptomatology and functional peculiarities. The key factor of burnout is a prolonged stay in unfavorable conditions of the social environment, the reason may be stressful mental states and an existential crisis caused by a mismatch of ideological values and expectations with reality. Burnout has a cumulative effect and is interpreted as a consequence of permanent stress in the workplace and activities outside the profession. The signs of emotional burnout are interpreted in connection with the social characteristics of the activity because they arise as a result of non-constructive communication which is traumatic for the psyche in a wide range of life activities. The clinical nature of emotional burnout is diagnosed at the theoretical and empirical levels. Emotional burnout has the status of a syndrome – a pathological state of the psyche with certain symptoms. The symptoms of emotional burnout are considered relying on experimental research devoted to distinctive features of the stress among students and educators in Russian higher educational institutions. The psychological theory of adaptation characterizes the phenomenon of emotional burnout as a vital function of psychological protection, which serves to stimulate the psyche in the process of resistance to the effects of stress.

Entrepreneurship education programmes research in Russia: Stakeholder expectations and university practice

Introduction. Entrepreneurial education, as an area of educational practice in higher education, is a relatively new area of activity for Russian universities. In this area, due to the special dynamics of development and transformation, especially in a pandemic, there is the most significant gap between the competencies formed by universities and in demand on the labour market. The rationale for the research stemmed from two major trends in the economy and society: industry demand for workforce with greater enterprise skills, at the same time a new generation, generation Z, seeks more flexible and more fulfilling career path. Therefore, to address these trends, universities have to diversify the skill set included in the academic curriculum.Aim. This study is aimed at studying the problems of interaction between universities and their stakeholders in curricula improvement.Methodology and research methods. Taken into consideration the regulatory nature of the curricula design in Russian Higher Education Institutions (HEIs) a two-step strategy has been adopted for this research. The first step was a concern with meta-analysis of the competencies outlined in Federal State Educational Standard (FSES) in Management through the lens of entrepreneurial competencies. The second step was to investigate inclusion of soft skills in entrepreneurship curricula in across Russian HEIs. To address the objective of research, descriptive statistics and non-parametric Mann-Whitney U-test were applied.Results. The research findings suggest in the environment where the degree programmes have to comply with set Governmental standards, curricula in entrepreneurship struggle to develop essential soft entrepreneurial skills. Most of the analysed curricula are heavily loaded with hard and cognitive skills. Even though the government proclaims a need for innovative development of the nation, creative and innovative thinking is not mentioned either in the FSES nor analysed curricula. The research findings also led to a surprising conclusion that very few core ‘business’ modules include the development of social or action-oriented skills in their learning outcomes.Scientific novelty. The scientific novelty of this study lies in the fact that for the first time the problems of ensuring the development of soft skills in entrepreneurial education in Russia have been studied.Practical significance. The results of the study will find their application in the design of entrepreneurial curricula to achieve the necessary balance of competencies in them.

Contentment with the Quality of Students’ Education of Russian Universities in a Pandemic (on the Example of the Financial University)

The paper reveals the features of contentment with the quality of education in higher educational institutions of the Russian Federation during the pandemic. The emphasis is on the forced transition first to the distance learning format of higher educational institutions in Russia, and then to the hybrid format chosen by some universities. The authors reveal the importance of conducting research aimed at studying satisfaction with the quality of education. The paper presents the data of scientific research characterizing the attitude of students and teachers to online classes. Also, there are described the advantages and disadvantages that the informants encountered during the distance learning format, and the disciplines that are especially difficult to conduct on online platforms are also highlighted. The authors paid particular attention to the results of a monitoring study on satisfaction with the quality of education of the Educational Sociological Laboratory of the Department of Sociology of the Financial University under the Government of the Russian Federation. The analysis of the research was based on compiling indices using its own calculation method. It is presented as a general index of contentment with the quality of education for the entire university, by courses and by the basis of education, as well as indices separately for full-time and online formats for conducting various groups of disciplines.

Higher Education in Russia by Yaroslav Kuzminov and Maria Yudkevich

Reviewed by: Higher Education in Russia by Yaroslav Kuzminov and Maria Yudkevich Stephen Webber Kuzminov, Yaroslav and Yudkevich, Maria. Higher Education in Russia. Johns Hopkins University Press, Baltimore, MD, 2022. xxxvi + 389 pp. Tables. Notes. Bibliography. Index. $59.95: £44.50 (paperback & e-book). The societal, political and economic changes introduced in the Soviet Union under Mikhail Gorbachev opened the way to attempts to reform the Soviet education system, both from above, and also through bottom-up efforts of innovators working at the classroom level. Changes were also seen, in the late Soviet period and into the post-Soviet era, at institutional level, in the higher education (HE) sphere (in what had been highly-centralized system to that point), including the introduction of new, independent higher education institutions (HEIs). The motives for change were seemingly clear — a pressing need to modernize the higher education system, release it from ideological control and constraints, reinvigorate disciplines (particularly the social sciences) and introduce new fields of study necessary for the transition to the market economy, instil a spirit of academic freedom in line with the democratic transformations to which the governing elites had apparently committed the country's path forward. One such new HEI was the Higher School of Economics (HSE), established in 1992, with Evgenii Yasin (Minister for the Economy 1994–97) and Yaroslav Kuzminov (rector of HSE from 1992 to 2021) playing the key roles in setting up the new university — which has since gone on to be a key institution in the Russian system, with a headquarters in Moscow and three additional campuses in Russia. Kuzminov, co-author of the volume under review along with Maria Yudkevich (a vice rector at HSE and author of numerous works on HE in Russia) has been at the core of higher education sector reforms — including the transition to the Unified State Examination taken by school-leavers as the entry mechanism to higher education (away from institution-based entry procedures that were rife with corrupt practices), and the entry of the Russian Federation into the Bologna Process. The authors of the volume were therefore able to draw on long and close experience of developments in Russian higher education when preparing this volume. [End Page 787] The book begins with two chapters covering the historical background to the contemporary system, focusing on the development of Russian higher education from the establishment of the Academy of Sciences in 1725 and subsequent expansion of the system in the nineteenth century (with reforms mirroring the swings between liberalization, conservatism and repression seen in Russia as a whole during this time), and under Soviet rule in the period 1917–91. The authors provide an effective overview of the key features that shaped the system in its formative years, and which have continued to exert a strong influence ever since. These include the role of the State in influencing (controlling) the organization, resourcing and content of higher education; the centralized features of the system (including the commonality of curricula across the country, the requirements for HEIs to train students in line with the needs of the State and key sectors of the economy, the disbalanced focus on the first mission of universities in teaching and learning, coupled with separation of the second mission of research and neglect of the third mission of societal engagement). The remaining seven chapters of the book focus on the contemporary Russian higher education system, tracing the developments seen since 1991 in the spheres of Governance and Resources, school-to-higher education transition of students and their subsequent experience of HE studies, the academic profession, the research role of universities, the organization of university activities and the transition to a 'project approach' and the internationalization of Russian higher education. This wide-ranging review, supported by extensive referencing to statistical data, allows the reader to gain an informed perspective on the extent to which such initiatives as the 5-100 programme (aimed at establishing a constant presence of at least five Russian HEIs in the global top 100 rankings by 2020) have been effective with regard to the institutions involved. As the authors note across the review, the legacy of the past trajectories in Russian and...

The Patriarch of maxillofacial traumatology (on the 100th anniversary of Professor V.A. Malyshev, Colonel of Medical Service)

The prominent place in the cohort of famous Russian dentists of XX century belongs to the participant of Great Patriotic War 19411945, Doctor of Medicine, Professor, colonel of medical service Vasily Alekseevich Malyshev (19222006), whose 100-year anniversary is celebrated by Russian stomatological community in 2022.
 AIM: To present scientific, clinical, pedagogical and social activity of prominent maxillofacial surgeon Doctor of Medicine, Professor, colonel of medical service V.A. Malyshev, as well as his merits before the Motherland.
 To present the role of V.A. Malyshev in formation and development of the military stomatology, maxillofacial surgery and traumatology in Russia on the basis of analysis of the national literature, life and professional activity as well as scientific labors of the doctor of medical sciences, professor, colonel of the medical service.
 Scientific works of V.A. Malyshev are mainly devoted to the research of issues of clinic, diagnostics, treatment of fractures of the lower jaw and prevention of traumatism. Having become the master of maxillofacial traumatology, he has significantly improved the diagnostics of maxillofacial injuries and introduced in everyday clinical practice a great number of original methods and effective ways of treatment of the indicated pathology. His scientific and practical developments and suggestions regarding the treatment of patients with maxillofacial region injuries have been widely spread in our country, implemented in practice of many medical preventive institutions and included in many textbooks, manuals and teaching aids used in Russian higher educational institutions. His method of treatment of chronic fractures of mandibular articular process by means of its replantation with following osteosynthesis, which was developed in our country and abroad, gained recognition not only in our country but also abroad.
 V.A. Malyshev was one of the oldest military dentists of Russia, a brilliant teacher, an excellent scientist and clinician. His name was well known to the stomatological community of the USSR, and since 1991 in Russia and the former Soviet Union. His work for 50 years was connected with the department of maxillofacial surgery and dentistry of Military Medical Academy named after S.M. Kirov. In 19751988 V.A. Malyshev as an off-duty chief dentist did a lot to improve the organization and provision of dental care to the servicemen and sailors.

Blended Educational Technologies in Higher Education: Systematic Review of Domestic Publications

The article presents the results of generalization and systematization of scientific and practical information on the variety of types of blended educational technologies used in Russian higher education institutions. This specific product of digitalization causes the greatest interest of researchers and practitioners in the field of education. This systematic review is based on national scientific publications related to the development and practical implementation of educational technologies in higher education. The authors have analyzed 180 papers published between 2016 and 2021 in peer-reviewed scientific journals approved by the Higher Attestation Commission. Methods of qualitative and quantitative content analysis, systems analysis and contextological analysis, as well as analytical grouping, have been used.Content analysis of publications showed that the main property of blended educational technologies is their variability, which manifests itself through the described system of indicators. However, the structural organization of blended educational technologies models remains the most debatable issue among researches.The authors have identified and described the main directions in the development of the theory and practical application of blended educational technologies, namely: the formation of the structure and boundaries of the conceptual and terminological field; elaboration of the methodological basis of blended education development and definition of theoretical basis for changing traditional learning systems by designing a learning process based on the mechanisms of pedagogical and digital technologies integration.It has been established that the empirical studies with the elements of experimental work focused on defining the most effective combinations of traditional and digital educational technologies dominate in the national scientific community. The most popular methods of such integration include rotation of forms and types of learning activity in traditional and digital learning environments, integration of digital and traditional educational technologies based on the Moodle learning management system, as well as inclusion of separate forms and means of e-learning in the educational process.

Analysis of business Chinese teaching content (based on Chinese and Russian textbooks)

The article is devoted to the study of current Russian and Chinese business Chinese teaching materials that can potentially be used in teaching business Chinese to nonlinguistic students. This article analyzes the teaching content of business Chinese textbooks by using the comparative research method.
 It is based on the training aids, which are currently used both in China and abroad, and analyzes their compliance with the current requirements of teaching business Chinese in the Russian higher educational institutions. The article is recommended for Chinese language teachers in higher education institutions who teach Chinese or business Chinese in nonlinguistic specialties, where Chinese is the first or second foreign language. The article deals with textbooks of Russian and foreign authors on business Chinese language and analyzes them for the possibility to give lessons on these textbooks to the students of non-linguistic specialties.
 The author studied several textbooks, including two English-Chinese and three Russian-Chinese textbooks. Based on the conducted comparative analysis, the English-Chinese textbooks are aimed at studying business Chinese in the format of additional language courses, this course does not imply an undergraduate course, as the lessons are designed for fewer hours, they contain a large amount of vocabulary, dialogues and some cultural explanations, at the same time they do not contain tasks for working on the vocabulary, translation tasks and grammar exercises, which gives minimal information assimilation and can lead to a shortage of information. Russian textbooks, on the other hand, assume a university education, with a sufficient number of hours of study. However, these textbooks assume studying Chinese as the first foreign language, which does not correspond to the current reality, where Chinese is most often the second foreign language in non-linguistic specialities, which significantly reduces the number of hours planned for its study.
 Based on the data obtained, the strengths and weaknesses of each textbook have been identified and their relevance to the format of teaching Russian undergraduate students of non-lingual majors, but learning Chinese.