The article is devoted to the consideration of organizational mechanisms and practices. They contribute to increasing the role of higher education organizations in the implementation of lifelong learning programs and ensure the financial stability of organizations. Within the frame of the article, the data of the “New Opportunities for Everyone” federal project realization collected during a survey of university leaders were analyzed. Heads of lifelong learning programmes departments of 51 universities, realized the federal project, have been participating in the survey, as well as over 15.3 thousand students who provided a description of the qualitative characteristics of the educational services and programmes.
The results of survey showed that the number of students participating in lifelong learning programmes at universities increase, as well as the profitability of the programmes potentially depends on management solutions: implementation of a strategy for the lifelong learning programmes development, the university’s participation in federal projects and programmes, implementation of new programmes offered (orientation on different target groups, training the corporate groups, the introduction of online modules and digitalization of programs, initiating the programmes for the development of supra-professional and digital skills), digitalization of lifelong learning programmes and use the network forms of cooperation, taking into account the specialists’ skills needed for employers, expanding relations with enterprises and business partners in the region.
The authors of the article formulated proposals and recommendations for the lifelong learning programmes development in regional universities, taking into account the needs of employees, the needs of the real sector of the economy, the financial and economic effectiveness of educational services

The purpose of this study is to describe the strategies of interaction with alumni and suggest directions for their inclusion in the managerial arsenal of the central administration of the university. The Far Eastern Federal University, relatively recently created on the basis of four independent universities, three of which were strongly industry-oriented, provides rich material for research on strategies of interaction with alumni that have developed in its various structural divisions. At the same time, most of these strategies are not initiated by the central administration, and the biggest part of them even is out of its view. Strategies for interaction with alumni arise as forms of reproduction, increment and conversion of the social capital of alumni, leaders of the academic community and several departments of the university. The university appears to researchers as a kind of “exchange office”, in which there is a constant movement of different types of capital, the main of which is social and its subspecies – alumni capital.

The article is devoted to the role of students’ trust in shaping their educational trajectory after graduation. In particular, the question is how students’ trust in the actors of higher education (peers, teachers and university management) is related to their intention to continue their education in the specialty received after graduating from a bachelor’s or specialist’s degree. The nature of trust refers not only to the psychological characteristics of a person, but also finds its roots in social relations. When studying educational trajectories this hallmark of trust makes it possible to shift the focus from socio-economic, institutional, gender, and psychological factors that are regularly in the field of researchers’ attention to relational ones, which appear relatively rarely in their field of interest. The work uses data from a sociological survey of students of Russian universities. The results obtained are that students’ trust in university management, in contrast to their trust in other actors, is the most significant indicator that they will continue their education in their specialty after graduation. Students’ trust in peers and teachers are less stable factors. In addition, the addressee of trust, rather than the radius, is more important for students to decide whether to continue their education in their specialty after graduation.

For several decades in the field of data mining in education (EDM), predictive learning has remained one of the most popular and internationally discussed research topics. Specifically, data mining is used to predict educational outcomes such as academic performance, retention, success, satisfaction, achievement and dropout rates. In the management practice of higher education institutions, on the basis of an operational forecast, measures are developed and implemented to support those students who fall into the risk group.
Our study is aimed at substantiating a model for predicting the early departure of students using an artificial neural network and analyzing predictors that increase the accuracy of predicting successful graduation from a Russian university. This work will expand the international practice of comparative research in higher education.
The paper confirms the already existing hypotheses about the influence of a number of factors on the prediction of academic performance and suggests the need to test their universality or specificity in a particular institution of higher education. We also proved that an artificial neural network model with a certain set of attributes can be applied in the context of a single higher education institution, regardless of specialization. To determine the potential risk group of students, a binary classification prediction model is used. The overall prediction accuracy of a neural network with combined data reaches 88%. For this neural network model, the basic predictors that affect the accuracy of the forecast are the cumulative average level of achievement (CGPA) and the year of admission to the university.

Academic debt can cause a significant damage to the Russian economics and the higher education system in the medium term (on the horizon of 5–10 years). The purpose of the study is to identify the key problems based on the results of a comprehensive empirical analysis of the situation of the formation of massive academic debt (using the example of the “Business Informatics” direction at a Russian university) and to substantiate ways to improve the activities of universities in order to overcome them and reduce students’ academic dept. Research methods are general scientific (deduction, induction, generalization, comparative analysis, etc.), as well as special ones (correlation and regression, statistical, sociological surveys, etc.). Analytics and visualization of quantitative data were carried out using MS PowerBI software. Research results. It was revealed that: a) high incoming scores do not guarantee trouble-free education at the university; b) students with low scores (but not less than 160–170) are also able to master quite complicated university programs; c) the presence of academic debts does not depend on the type of disciplines studied (economics / information technology). The number of student dropouts in the studied sample (up to 50% of those who entered with a non-linear dependence on the total USE scores) testifies to the presence of reasons that are not related to the incoming educational potential of students. The results of the study made it possible to structure them into three groups: insufficient motivation, self-organization problems, and “incomplete maturation”. Five groups of students have been identified with an increased risk of accumulating academic debt. The article substantiates the use of indirect educational influence on the students through a special mobile application.

The article presents the rationale and definition of the parameters of cognitive engagement of students in pedagogical areas of training that optimize the design of educational activities at the university, the results of assessing the quality of the educational process in the preparation of bachelors in the direction of “Pedagogical education” at the Tambov State University named after G.R. Derzhavin and Moscow State Regional University based on the application of the integral criterion of students’ cognitive engagement.
The article analyzes foreign and domestic research in the field of “cognitive engagement”, the best practices for monitoring the engagement of students in other areas at the Higher School of Economics, MEPhI, at the universities of the USA, identifies the main indicators and defines an integral criterion for the cognitive engagement of students in pedagogical areas based on their coordination with the cognitive mode learning activities and cognitive strategies of students, as well as the experience of diagnosing the cognitive engagement of student teachers.
The results of the study presented in the article are the basis for improving the efficiency and effectiveness of the activities of university departments that provide training of teaching staff by means of designing the educational process with high cognitive engagement of students. The developed diagnostic and technological tools can be used to manage, design, assess the quality of pedagogical activity, the educational result of a student and develop priority educational modes of training, learning technologies in higher pedagogical education, and can also serve as the basis for monitoring conducted by quality assessment units, auditing educational innovation at the university.

With mass digitalization in all spheres of human activity, it is necessary to take a comprehensive and interdisciplinary approach to understanding and assessing the level of its acceptance and impact. During the pandemic, a lot of research has been done on the topic of digital technologies. Our work reveals new aspects of the issue under study and contributes to a multifaceted analysis from the point of view of socio-psycholinguistics, applying an associative approach to the study of a person’s language experience, his cognitive activity, cognitive “processing” of perceived reality, which materializes in the language experience of an individual. The obtained data are compared with the data of a number of associative dictionaries of the Russian language, which makes it possible to trace the change in these associations over a number of years and create a linguistic portrait of a modern Russian student, get an idea about his image of the world as a whole, his attitude to learning and positioning himself in the future in the light of distance learning experience. The authors also explore the changes in individual and mass consciousness with regard to the study of a foreign language. The article was prepared based on the materials of a two-stage sociological survey among students of RTU MIREA, Moscow (n = 288), who participated voluntarily and anonymously. Their answers created a generalized associative portrait of a Russian student, typical for Moscow. The results obtained can serve as an addition to associative dictionaries.

Due to the growing concerns related to the psychological well-being of students and teachers during a long and intensive online training, it becomes necessary for teachers, psychologists, practitioners to take measures to prevent threats to online communication and identify personal resources of psychological security in the online environment.
The purpose of the study was to identify the communicative difficulties of long-term online learning during the COVID-19 pandemic, and the personal resources of students and teachers that contribute to ensuring their psychological safety.
The study was conducted in February-March 2022. The study sample included 132 students and 40 teachers of the Faculty of Psychology of the Russian State Social University (Moscow). The following techniques were used: “The test of hardiness” (S. Muddy, in the Russian-language adaptation of E.N. Osin, E.I. Rasskazova), “The scale of subjective well-being” (A. Perrudet-Badoux, G.A. Mendelssohn, J. Chiche, in the Russian-language adaptation of M.V. Sokolova), “Methodology for assessing the level of sociability” (V.F. Ryakhovsky), questionnaires “Difficulties of online communication” for students and teachers. The empirical data obtained were interpreted and processed using qualitative and quantitative methods of analysis, including: descriptive statistics, frequency analysis, Spearman correlation analysis. The study showed that during the long-term distance learning, students and teachers experienced significant difficulties in online educational communication, had low levels of subjective well-being, resilience and sociability. These personal qualities are systemic in nature, interrelated and can act as resources to ensure the psychological safety of subjects of education, prevention or coping with difficulties of online communication and hybrid forms of learning.
The data obtained make it necessary for teachers to create psychodidactic conditions for a safe online educational environment in which students will be involved as subjects of education, will be able to freely share their opinions and not be afraid to make a mistake, will feel belonging to a group and protected from verbal aggression.