Vysshee Obrazovanie v Rossii = Higher Education in Russia
type: channel
description: Peer-rewieved journal
publisher: Moscow Polytechnic University
language: ru-RU
publication name: Vysshee Obrazovanie v Rossii = Higher Education in Russia
issn: 0869-3617
copyright: Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
items: Role-Based Competency Models as a Tool for Curriculum Design: Application in Artificial Intelligence Education
items: Generative Artificial Intelligence in the Publication Activities of Postgraduate Students in Russia, Belarus, and Kyrgyzstan
items: Cognitive Externalization and Generative AI in Higher Education
items: Career Trajectories of Graduates of Educational Programs in the Field of Artificial Intelligence: Results of a Qualitative Study of a Regional University
items: Digital Capital of Students: a Сomparative Аnalysis by Fields of Study
items: Assessment of the (Non-)Academic Environment in Higher Education
items: Factors of Sustainable Integrating University Museums into Educational Process

Role-Based Competency Models as a Tool for Curriculum Design: Application in Artificial Intelligence Education
type: item
description: Role-Based Competency Models (RBCM) are considered as a promising mechanism for designing educational programs aimed at reducing the gap between industry needs and what universities offer. The research methodology combines literature review, mathematical formalization to define RBCM entities, as well as experimental studies involving 22 universities implementing 72 educational programs in the field of Artificial Intelligence. The paper systematizes approaches to the development and implementation of RBCMs in higher education based on an analysis of the global educational landscape and describes the process of RBCM development from a generalized graduate profile to the definition of professional roles, competencies, indicators of proficiency levels, and a system of practice-oriented tasks. Using the example of the AI RBCM developed under the supervision of the Ministry of Digital Development, Communications and Mass Media of Russia, the paper presents the results of implementing the model in the design and evaluation of educational programs for training top-level specialists in artificial intelligence are demonstrated.
creator: A. S. Klimova
creator: A. V. Bukhanovsky
creator: V. N. Vasiliev
creator: Yu. E. Hohlov
date: 2026-08-05
publication date: 2026-08-05
volume: 35

Generative Artificial Intelligence in the Publication Activities of Postgraduate Students in Russia, Belarus, and Kyrgyzstan
type: item
description: Publishing research papers is one of the essential components of a modern scientist’s activity. In the post-Soviet countries, defending a dissertation is impossible without publishing the main research findings. The “publish or perish” paradigm may lead researchers, especially those at the start of their careers, to disregard scientific ethos in pursuit of research results. The spread of generative artificial intelligence (GenAI) tools intensifies this problem, particularly in the absence of widely accepted standards for their use during manuscript preparation. The article examines how postgraduate students in Russia, Belarus, and Kyrgyzstan perceive of acceptable and unacceptable AI usage in the publication activities. The empirical basis consists of in-depth interviews with 27 postgraduate students at leading universities, conducted between April and December 2025. It was revealed that the informants have experience if using generative AI and actively incorporate it into their professional activities. However, they lack awareness of the norms governing these processes and feel a need for specific, clear standards and rules, as their moral in- tuitions in this area remains insufficiently developed. The current situation reflects changes in the scientific ethos that call for rethinking concepts such as authorship, responsibility, and plagiarism, as well as the practices associated with them.
creator: S. G. Ushkin
creator: E. A. Koval
creator: N. V. Zhadunova
creator: O. N. Ageeva
creator: E. V. Belyaeva
date: 2026-08-05
publication date: 2026-08-05
volume: 35

Cognitive Externalization and Generative AI in Higher Education
type: item
description: The spread of generative artificial intelligence (GenAI) in higher education calls into question the adequacy of earlier conceptions of the digitalization of learning, since it affects not only educational infrastructure but also the cognitive operations underlying learning activity itself. The aim of the article is to interpret GenAI as a new wave of cognitive externalization and to determine the implications of this interpretation for learning design, process-based assessment, and learner agency in higher education. Cognitive externalization is defined as the transfer of some operations of memory, fixation, semantic processing, structuring, and preparation of decisions into an external symbolic or socio-technical environment while preserving the need for human control, interpretation, and responsibility or, in some cases, without actual human control when delegated operations are not consciously verified. The study employs an integrative problem-oriented analytical literature review based on a comparison of scholarship on writing as a cognitive technology and research on the impact of GenAI on university teaching and learning. The scientific novelty of the article lies in interpreting GenAI as a new wave of cognitive externalization and in theoretically grounding the previously proposed PPAIR model as a didactic response to the transformation of learning activity. It is shown that the status of a “wave” is determined not by the mere emergence of a new technology but by changes in basic cognitive operations, the object of pedagogical control, and forms of assessment. Unlike writing, which historically enabled the external fixation of memory and the accumulation of knowledge, GenAI externalizes operations of linguistic and semantic processing, the generation of alternatives, and the preparation of decisions. This changes the architecture of learning activity, reduces the diagnostic reliability of text- centric forms of assessment, and intensifies the problem of lear…
creator: R. R. Sidorchuk
date: 2026-08-05
publication date: 2026-08-05
volume: 35

Career Trajectories of Graduates of Educational Programs in the Field of Artificial Intelligence: Results of a Qualitative Study of a Regional University
type: item
description: This article examines the training of specialists in the field of artificial intelligence (AI) by universities based on an analysis of the initial career trajectories of graduates of specialized master’s educational programs in the field of artificial intelligence. The relevance of the study is determined by the priority importance of human resources for the development of AI technologies. The scientific novelty of the study is determined by its object: using the method of in-depth interviews, the authors analyzed the effectiveness of training personnel for the field of AI. The objective of the study is to identify the main barriers to employment of graduates of the specialized educational program in AI in the field of their education using the example of a regional university. The empirical base of the study is transcripts of interviews with graduates of master’s educational programs in the field of artificial intelligence, graduating in 2024 and 2025 (N = 25) and transcripts of focus groups with undergraduate (N = 2) and master’s (N = 2) students of the same program. In addition, the curricula and syllabi of the disciplines of the analyzed educational programs are considered. The study revealed that 7 out of 25 graduates (28%) are employed in their field of study. This is primarily influenced by a lack of relevant experience and practical skills; employment in the IT field of interest at the time of enrollment in master’s program; and a lack of initial interest in working with AI technologies. A more detailed analysis of these factors revealed that half of the graduates viewed enrollment in a master’s program as a continuation of their bachelor’s degree, while only 15 out of 25 identified an educational program with AI technologies. Respondents also noted the educational programs’ insufficient practical focus. Among well-known factors contributing to employment in their field of study, such as gaining practical experience with AI during training, a graduate’s prof…
creator: A. O. Averyanov
creator: A. V. Simakova
creator: I. S. Stepus
date: 2026-08-05
publication date: 2026-08-05
volume: 35

Digital Capital of Students: a Сomparative Аnalysis by Fields of Study
type: item
description: This article analyzes the digital capital of students in various fields of study in the context of the digital transformation of higher education. The relevance of the study is determined by the increasing role of digital competencies as a factor in academic success, professional mobility, and overcoming new forms of educational inequality. Despite the growing number of studies on digital literacy and competencies, comprehensive empirical assessments of students’ digital capital in Russian scientific practice are limited. The aim of the study is to identify the types of digital capital in students of different educational profiles, as well as to analyze the relationship between the type of digital capital and its components (digital competencies, motivation, attitude towards digital technologies, distance learning), as well as the characteristics of educational activities. Based on P. Bourdieu’s concept of capital, M. Ragnedda’s digital capital, and S. Park’s digital ecosystem, the author’s concept of digital capital was proposed. It includes parameters that take into account educational specifics, namely: material; cultural; social; motivational and institutional. The empirical base of the study consisted of data from an online survey of students from five St. Petersburg universities (N = 458). Data processing was carried out using statistical analysis in the SPSS package. As a result, four types of digital capital were identified among students: deficient, socially oriented, high, and partially formed. The results of the study showed the absence of a pronounced basic digital divide in access to technology, although there are significant differences in the structure of digital competencies and the motivation for their use between the fields of study. Students majoring in technical specialties have a relatively high level of digital capital, demonstrating a wide range of digital skills and a positive attitude toward online learning, while students in the humanities …
creator: M. N. Yashina
creator: K. Yu. Belousov
creator: M. D. Matyushkina
creator: V. V. Rybakov
date: 2026-08-05
publication date: 2026-08-05
volume: 35

Assessment of the (Non-)Academic Environment in Higher Education
type: item
description: Contemporary state policy of Russia in the sphere of higher education orients toward encouraging educational organizations to achieve national interests in scientific and technological development. The measures take an ambiguous and multidirectional impact on the academic environment. This paper presents the results of its assessment. The analysis focuses on three parameters of the academic environment: staff structure, distribution of academic workload, and remuneration. It uses data for 2014-2024 on organizations in the higher education system as a whole, as well as on four groups of universities selected according to their degree of participation in state incentive programs. Based on a comparative analysis, the paper identifies the characteristics and trends in the formation of the academic environment. The results obtain indicate a growing stratification of staff into academic and non-academic workers, accompanied by an extensive increase in the number of the latter and a shift in priorities in the distribution of internal resources in their favor. They show that organizations participating in incentive programs achieve the best results in the individual research productivity of academic staff with a lower academic workload and more decent remuneration compared to other universities. The proposed assessment approach views the organization of higher education as a socio-economic system focused on achieving planned results, including in the field of scientific activity. The operationalization of the academic environment through three parameters makes it possible to assess the conditions and limitations of individual research productivity, as well as to track the dynamics of institutional changes. This makes it possible to identify the directions of its transformation – both those that contribute to the development of research potential and those that indicate its institutional constraints.
creator: M. V. Niyazova
date: 2026-08-05
publication date: 2026-08-05
volume: 35

Factors of Sustainable Integrating University Museums into Educational Process
type: item
description: This article analyzes educational activities of university museums in Russia. The relevance of the study stems from the contradiction between the high educational potential of museums and the fragmented nature of its implementation, as well as the lack of systematic analysis in the literature regarding the conditions for integrating museums into the higher education academic process. Despite the recognition of museums as important centers for heritage preservation and science popularization, the question of their actual involvement in the everyday educational life of universities remains understudied. The scientific novelty lies in conceptualizing the factors that determine the sustainability of a museum within a university’s educational space. The empirical basis consists of 15 semi-structured interviews with heads of museums at classical universities from all federal districts of the Russian Federation, selected using an activity rating developed by the authors that considered the diversity of educational practices and the availability of contact information. Thematic analysis identified, for the first time, four groups of conditions for successful museum integration into the educational process: institutional (formal status and authority), communicative (stable links with departments and faculty), subjective (student engagement), and material (spatial and financial resources). A key scientific finding is the substantiation of the crucial role played by the “museum – faculty – students” triad and the identification of the “paradox of invisibility”, where a museum oriented towards external communications remains unseen by its internal university audience. It is established that under conditions of institutional uncertainty and staff shortages, museums primarily operate under a “running on enthusiasm” model, rendering them highly vulnerable to changes in leadership or departmental personnel. An original trajectory for engaging students (from excursions through inter…
creator: L. F. Borusyak
creator: K. S. Kikteva
creator: A. N. Rossinskaya
creator: E. A. Kotova
date: 2026-08-05
publication date: 2026-08-05
volume: 35