The article presents the results of the All-Russian sociological study of academic and sociocultural adaptation of students in Russian universities. The purpose of the article was to identify and interpret the problems of students’ adaptation to the educational process, research activities, project training, sociocultural environment of the university. The subject of the study was the selfassessment of the adaptability of junior students, as well as the factors influencing it. The novelty of the research consists in a comprehensive consideration of students’ adaptation to key activities at the university, including a new type of project activity. The empirical study was implemented through a massive online survey of students in May-July 2022. The respondents were first and second-year students enrolled in bachelor’s and full-time specialty programs in various areas of training. The total volume of the sample was 15,902 people, the maximum sampling error didn’t exceed 1%.
Based on empirical data, the article shows the main problems of students’ adaptation to learning, namely, a significant amount of new information, the pace of the educational process, the format of practical classes and coursework that require more independence and activity than in school education. The authors reveal the connection between the level of students’ educational activity and initiative and the degree of their integration into the university community. The negative trend of decreasing student activity in the research field compared to the school period of study , as well as the preservation of a high proportion of those who are prone to academic fraud due to the lack of adaptive resources, is shown. It is concluded that the adaptation of students to project activities is complicated by their unwillingness to responsibility and independence, an attitude towards individualism and autonomy, an insufficiently high level of professional culture and professional knowledge, which is at odds with the expectations of project customers. At the same time, positive effects have been recorded in the field of sociocultural adaptation of nonresident and foreign students. Getting used to the specifics of Russian culture, the academic environment, and the new urban society occurs without much difficulty. The conclusion is made about the effectiveness of university programs of adaptation and support of foreign students and students with disabilities, reasoned by the absence of significant differences in adaptation problems in all groups of students.

The article examines the phenomenon of the parental family as a factor influencing the social (professional) mobility of postgraduate students. The influence of the parental family is analyzed in two directions / spheres: 1) the period of study (from the moment of admission to the defense of the dissertation) and 2) the formation of the views and perceptions of postgraduate students about career prospects and opportunities. The empirical base of the study is represented by data from qualitative in-depth interviews with postgraduate students of Moscow universities (N=30). There is proposed differentiation of students in postgraduate school into two groups (“goal-oriented” and “coincidental”), and the following conclusions are drawn: 1) at the initial stage of education, the role and importance of the parental family in the view of postgraduate students is minimal; 2) by the time of completing postgraduate studies, goal-oriented postgraduate students change their minds, recognizing the importance of the family as a supporting factor of social and professional mobility; 3) in contrast to the period of studying in graduate school the parental family becomes a significant factor of mobility in the views and perceptions of postgraduate students about professional prospects and the formation of a career trajectory.

When studying the history of Russian education, one becomes convinced of the validity of the dialectical principles of spiral development. The period of cyclicality in the history of attestation of scientific personnel is approximately equal to a century. In the first quarter of every century, starting from the time of the tsar Peter the Great, events took place that brought the system to a fundamentally new level. But at the same time, the fundamental foundations laid by the tsar Peter the Great and Lomonosov remain constant. Analyzing the attestation system development spiral, we find ways to solve urgent problems, and the foremost among them is ensuring Russia’s technological sovereignty. A similar problem stood a century ago. It was fully resolved in the USSR, but the foundations for its solution were laid in 1917 in the decree issued by the Russian Provisional Government: “On granting the Petrograd Polytechnic Institute the right to award academic degrees”. In the socioeconomic conditions of the modern Russia, we need new solutions. In this article we offer them

The article discusses the history and stages of development of insurance education in Russia in comparison with the development of the insurance market in 1990–2020, determines the prospects and conditions for development of insurance education. The internal and external factors that influenced the direction and rate of the market of educational services development in the field of insurance are highlighted, the reasons for the creation and liquidation of specialized departments in Russian universities are analyzed. 
Based on the analysis of the Russian insurance market in 1990-2020, an understanding of the real and reported indicators of the insurance market is being formed, the differences in which caused at the first stage the creation of a significant number of insurance departments in Russian universities, not supported by a real need for specialists, and then the liquidation of the departments with the loss of the already established competencies for training insurance specialists. In the late 2010s, the modernization processes in the requirements for insurance organizations took place, the financial stability and solvency standards were being raised, mandatory actuarial valuation and new forms of financial reporting were being introduced that required specialized knowledge, basic and professional standards were being developed and adopted with the participation of self-regulatory organizations of insurers. All of that actualized the activities of specialized insurance departments based on the integration of professional requirements fixed in professional and basic standards, and educational standards, which should allow the implementation of economically successful undergraduate and master’s programs.
The history of insurance departments in modern Russia may be of interest to researchers of the history of education in modern Russia, the origins and causes of the current state of the educational services market, periods of growth and decline in the number of active players. Based on the analysis of archival and current insurance development strategies, the article highlights the adopted basic and professional standards, prospects for the development of insurance departments, gives recommendations for interaction with professional participants of the insurance market. The revealed trends are also typical for other highly professional departments.

Publication activity in modern society is presented as a driving force of scientific and technological development and as an indicator of university management reporting. The article is devoted to the study of approaches to determining the monetary value of a scientific publication, taking into account different behavior’s motives of researchers and teachers in higher education as authors. The methodological basis of the study was formed by concepts of creating a public good and financial good, concepts of scientific productivity and academic remuneration, neoclassical and neoinstitutional economic theories, approaches to the implementation of state policy in the field of science and education in terms of stimulating scientific publications. Research methods: critical and comparative analysis, with the inclusion of three groups of methods: a) the study of direct and indirect authors’ motives and traps in the publication of scientific papers; b) asset evaluation methods; c) a combination of socio-economic campaigns for monetary evaluation of the results of scientific research. Asset valuation approaches have been adapted to assess the scientific publication’s value from the position of the author as a beneficiary. The theoretical and practical significance of the research lies in the contribution to the value dimension of scientific publications for their authors in the conditions of academic capitalism with potential opportunities to receive monetary income from the results of their research.

The modern space is increasingly determined by the trends of digitalization. Today we can talk about such consequences of digitalization as the appearance of scattered identity and distancing – a new kind of socialization in the conditions of spatial separation and overcoming social deprivation and virtual transgression. These trends manifest themselves in all spheres – cultural, economic, political, etc. But at the same time, processes of a different kind are also taking place in the field of education: processes that represent a kind of inversion of the main trends of the influence of digitalization on our perception of the world, self-perception and the sphere of our everyday life. The article examines three such major trends and their inversions in the educational space of our time: 1. the tendency characteristic of digitalization to eliminate the intermediary in the educational space leads to the opposite effect of multiplying intermediaries and awareness of the teacher's unavoidability as one of the main participants in education, both due to the complexity and inaccessibility for direct study of educational material, and due to the fact that education is not based on transmission (in which the intermediary could theoretically be eliminated), but creation based on the phenomenon of meeting; 2. the transgressive tendency as "going beyond" and even erasing boundaries is transformed in the educational space into a tendency of distancing as a double movement of alienation (delineation) and inclusion (communion), in which the blurring of the boundary between the public and intimate, the space of self-organization in the order of the norm and the space of spontaneity, real and virtual, etc. is accompanied by the establishment of a new type of socialization in conditions of spatial disunity and social deprivation; 3. the tendency to the appearance of a diffuse identity, reinforced by the tendency to glocalization in the socio-political sphere and the transition to a transmedia narrative in the cultural and entertainment sphere, in the digital space of education is transformed into the possibility of self-actualization, self-expression, turning the modern educational space into a mythopoetical "world of all kinds" and anthropological singularity.

The purpose of this article is to reveal the resources of “metaphysics of man” for understanding the phenomenon of education. The creativity of “metaphysics of man” based on understanding a man as a self-founded, free and self-creating creature, allows taking education as a process of molding, forming a person from himself and thereby affirming his anthropological foundations and ideals. Education can be defined as a fundamental characteristic of anthropic identity. The conclusion that the deep meaning of education is in line with the goal of human metaphysics, which consists of the self-elevation of a person above himself and attainment of himself is substantiated. Scheler’s concept of an “educated creature” was taken as an example of a bearer of a metaphysical relation to education, the essential features of which are ontological participation, the culture of the soul, openness to others, and living integrity, freedom, decency, guidance by common sense. The novel nature of the study is in the substantiation of the heuristic meaning of the comparative analysis of the institutional and metaphysical dimensions (modes of existence, aspects) of the educational process, which appeared to us in the form of individual models of education. The institutional and metaphysical models of education differ from each other: 1) according to the forms of communication between the teacher and the student (vertical or subject-object, and horizontal or subject-subject relations respectively); 2) according to the predominance of one of the educational aspects: teaching or learning (the dominance of teaching or the dominance of learning and self-learning); 3) according to the way the student relates to education (consumer relation or relation to education as an inherent value). The main difference between these models is anthropological: whether a person has made a choice in favor of the metaphysical dimension of life. Allowing moving away from practical relation to the education process, the metaphysical model of education introduces a true axiological meaning into it, affirming the commitment to the social and individual good.

The modern social space is increasingly determined by the trends of digitalization. Today we can talk about such consequences of digitalization as the appearance of scattered identity and distancing – a new kind of socialization in the conditions of spatial separation and overcoming social deprivation and virtual transgression. These trends manifest themselves in all spheres – cultural, economic, political, etc. But at the same time, processes of a different kind are also taking place in the field of education: processes that represent a kind of inversion of the digitalization influence on our perception of the world, self-perception and the sphere of our everyday life. The article examines three such major trends and their inversions in the educational space of our time. 1. The tendency to eliminate the intermediary in the educational space leads to an opposite effect of multiplying intermediaries and awareness of teacher’s unavoidability as one of the main participants in education, both due to the complexity and inaccessibility for direct study of educational material and the fact that education is not based on transmission (in which the intermediary could theoretically be eliminated), but creation based on the phenomenon of meeting. 2. The transgressive tendency as “going beyond” and even erasing boundaries is transformed in the educational space into a tendency of distancing as a double movement of alienation (delineation) and inclusion (communion), in which the blurring of the boundary between the public and intimate, the space of self-organization in the order of the norm and the space of spontaneity, real and virtual, etc. is accompanied by the establishment of a new type of socialization in conditions of spatial disunity and social deprivation. 3. The appearance of a diffuse identity reinforced by the tendency to glocalization in the socio-political sphere and the transition to a transmedia narrative in the cultural and entertainment sphere, in the digital space of education is transformed into the possibility of self-actualization, self-expression, turning the modern educational space into a mythopoetic “world of all kinds” and anthropological singularity.

The article summarizes the results of the plenary session of the international network conference “Engineering education in the context of digitalization and transition to a green economy – SYNERGY-2022” held at the Nizhnekamsk Chemical Technology Institute of Kazan National Research Technological University from October 13 to 14, 2022. The forum was devoted to the training of engineers in the conditions of digitalization and the transition to a green economy. It brought together representatives of universities and industrial enterprises of Russia and abroad. Among the participants were representatives of national research universities and supporting universities of PJSC Gazprom, state authorities and industrial enterprises of Tatarstan. It was possible to observe the work of the plenary session in real time via the Internet in all the main universities of Gazprom. The organizers of the event were the Ministry of Science and Higher Education of the Russian Federation, the International Society for Engineering Pedagogy (IGIP), the Association of Engineering Education of Russia (AEER), as well as the Ministry of Industry and Trade of the Republic of Tatarstan and the Kazan National Research Technological University. Gazprom PJSC was the general sponsor. In total, the conference gathered more than 200 participants (120 online and 80 in person) from 15 universities in Russia, Germany and Kazakhstan. Representatives of 12 industrial enterprises spoke, 42 reports were made.

The round-table discussion dedicated to the 30th anniversary of the journal Vysshee obrazovanie v Rossii (Higher Education in Russia) took place on October 26, 2022 within the framework of XIII International conference of higher education (ICHE). Since its founding, the journal acts as a platform to discuss the urgent issues of higher education. In different periods, the researchers discussed competence-based approach, Bologna process, online education, quality of higher education, educational policy, educational management, assessment of learning outcomes, training of highly skilled researchers and teaching personnel, digitalization of education and many others. Today higher education in Russia is at a turning point of its history. We should impartially evaluate the path traveled, what has been achieved and what are the consequences. A look at the past became the subject of the round-table discussion.