The paper presents the results of a theoretical with elements of empirical research aimed at identifying the key factors of building an academic career, disclosed in the works of sci- entists with a proposal to visualize the construct of multifactorial conditionality of career growth in the academic environment. The study was conducted on the basis of a systematic bibliographic analysis of the most cited works on the topic, published in the Scopus and RSCI abstract databases, from an empirical point of view. The method of analyzing the digital footprint in online systems for collecting data on the scientific competitions winners (the results of the RNF competitions for 2021, n=146 projects), narrative interview and written survey of university teachers to clarify the moti- vation and awareness of their choice of academic career (n=52 people). The conducted research allows us to form a model of key factors in the development of an academic career, including 4 main, equivalent groups – personal, reputational, systemic factors and factors of social capital, as well as the luck factor, which is highlighted in a number of studies as influencing the quality and speed of building a career trajectory in the field under study. The paper suggests that the development or stagnation of one group of factors will lead to similar movements in other groups. As a result, the author actualizes the use of career lift technology, which taking into account the indicated factors of influence on academic career development indicators, will contribute to the involvement of young people in science and teaching.

The publication aims to analyze the existing regulatory framework in the field of edu- cational migration for the implementation of strategic documents in the field of foreign and humani- tarian policy of Russia; assess how the existing legal mechanisms for educational migration meet the objectives; to formulate the institutional conditions for a new stage in the export of Russian education, taking into account geopolitical changes. The publication also presents the results of the monitoring of “double degree” programs conducted by RUDN University in 2022, as well as the risks of introducing a new system of higher education in Russia in the aspect of internationalization. The methodological basis of the study is the analysis of statistical data in the field of international education, as well as the analysis of the regulatory framework, which includes the legislation of the Russian Federation; departmental regulatory documents, international experience. Main research methods: analysis, formal legal and comparative legal.

The article presents the results of quantitative indicators analysis of the main activities of three groups of universities participating in the “Priority 2030” program of the “Leadership in the region and/or industry” track (hereinafter referred to as the territorial and industrial track) during the first year of their development programs implementation. The Displaced Ideal Method was used in the research. Dynamics of indicators series of special and basic parts has being analyzed for universities groups in 2017-2021. The strengths and weaknesses of the universities groups of the territorial and industrial track are revealed. It was established that the special indicators values achieved by universities during the first year had a significant impact on the assessment of the Council for universities development programs support in frame of Priority-2030 Project, which taking into account the performances of the universities teams led to significant changes in the groups composition of the studied track – more than half of universities changed their positions. A number of reasons were considered that led to a change in universities’ positions in the groups of the researched track.

In the article the situation and trends in the development of dissertations in pedagogy have being analyzed, positive trends and reasons for the low quality of individual dissertations is indicated. The authors focus on methodological “omissions” that reduce the scientific value of dissertations. Authors include to that the construction by dissertators of key theoretical and methodological premises of the study – a research question, a hypothesis, a concept, novelty, a model of the process under study, an experimental substantiation of the conclusions, which reflect the “deficiencies” of the methodological culture of authors, the specifics of pedagogical research are not taken into account. The authors try to explain why these “conclusions” often cause mistrust among practicing teachers. Constructive recommendations for conducting a dissertation research are also made in the article.

The article examines the current problems of teaching economic specialties in Russian universities. According to the author, modern higher economic education is not focused on training specialists with the knowledge and values necessary to solve the problems of ensuring the economic sovereignty of the country. The reasons for this are both inside and outside the education system. To identify these causes and areas of concentration of problems, the author analyzed the current admission rules approved by universities in accordance with the regulatory documents of the Ministry of Education and Science; approaches to the assessment of applicants; the content of educational programs, their relationship with professional standards; curricula in the areas of training 38.03.01 “Economics”. The study used publicly available information posted on the websites of universities-leaders of the Expert RA Rating Agency ranking for 2020 in economics and management. The analysis revealed areas where the problems of higher economic education have a high degree of concentration. These include: the lack of uniform requirements for the initial knowledge of applicants; heterogeneity of the quality of the student audience by the level of initial knowledge; the inability of professional standards to orient universities to the formation of popular educational programs; the predominance of mathematical disciplines in the curricula, while reducing the list and volume of disciplines that form the worldview; unjustified shift of emphasis towards financial disciplines, formation of calculation skills instead of obtaining fundamental economic knowledge. Awareness of these problems will make it possible to make changes to curricula purposefully, and university graduates will be quickly involved in solving problems related to ensuring the economic sovereignty of the country, along with representatives of technical specialties.

The article is devoted to the summarizing results of the sociological study of the re- search culture of students (February-April 2023, n=3,032 people). The aim of the article was to iden- tify its features and contradictions in the conditions of modern Russian universities. The productivity of the theoretical and methodological framework for studying this problem, developed on the basis of L.N. Kogan’s approach, is argued. The article proposes to consider the research culture as a way of developing the essential forces of students and to identify its structural elements such as cognitive, axiological and praxeological. In accordance with the theoretical and methodological approach, the characteristic of the research culture of students is given. The results of the survey allowed us to conclude that the majority of students have an interest in science and scientific knowledge as values, and at the same time – about the formation of a critical assessment of the risks that research produces among students who are active in scientific terms. The problem areas of students’ research competencies that prevent the “seamless” integration of student and “adult” science, including meth- odological and organizational ones, have been identified. Such problematic features of the praxe- ological block of students’ research culture as their low involvement in publication practices and tol- erance to unethical research practices are shown. The significant influence of teachers and scientific mentors performing activating and socializing functions on the formation of the research culture of students is substantiated. The practical significance of the research lies in a comprehensive under- standing of the state of the research culture of students of Russian universities, identifying factors that influence (positively or negatively) its formation and development. On this basis, it is possible to develop scientifically based programs for the academic development of students, especially in terms of its scientific track.

The university environment includes various material and intangible aspects that are subjected now to active changes associated with both the development of information tech-nology and the new needs of young people. Therefore, the attitude of students to their university environment is an actual research topic. The Russian University of Transport (RUT (MIIT)) conducted the online survey of students, during which they were asked an open question regarding university problems and university development. The results showed that the problems associated with communication and mutual understanding, taking into account their opinions and interests, are of the greatest importance for modern students. The wishes of the students to the teaching staff were expressed, from which it is required both the ability to clearly explain the subject, and the presence of an individual and respectful approach to each student. We should not forget about the need of modern students in obtaining practice-oriented modern knowledge and skills, often associated with the need to rejuvenate teaching staff. Attention is paid to aspects related to improving the infrastructure of the university, the educational process. The problems related to the extracurricular scientific and educational life of the university, cultural and sports activities, environmental issues, schedule and mode of classes, work of educational departments are disclosed. The development of political education and patriotism in the university depends on small but effective events and the presence of an organizing groups. The novelty of the obtained data is due to the fact that the answers to an open question always differ from the opinions received in the course of polls with pre-proposed answers, and make it possible to identify hidden trends in public opinion. Respondents, in this case, express what worries them first of all, express the wishes that come to mind first, without prompts. The findings indicate the need to develop a strategy for improving the educational environment of the university, aimed at developing the possibilities of direct communication, increasing informal, understanding interactions.

The article is devoted to engineering and pedagogical thinking as a kind of professional thinking that exists due to specific reasons and necessary and sufficient conditions. The “assembly” of these causes and conditions takes place in a certain time-and-place (chronotope), the conceptual reconstruction of which opens the way to overcoming the traditions of haphazard enumerative descriptions of various properties that have developed in the literature and to reaching the construction of the theory of engineering and pedagogical thinking, which, in turn, will help to reasonably update the content and organization of training engineers-teachers, on whom a lot depends in the near technological future of Russia. A review of the characteristics of engineering-pedagogical and related engineering and pedagogical thinking presented in scientific publications is proposed. It shows the need for greater certainty in understanding the nature, foundations, essence and features of heterogeneous engineering and pedagogical thinking. Heterogeneity requires actualization of the potential not only of pedagogy and technical sciences, but also of philosophy, cultural studies, sociology, and psychology. Such actualization shows the heuristic of the communicative interpretation of the nature and essence of thinking. In its light, engineering-pedagogical thinking appears simultaneously as an articulated and unarticulated, discrete and continuous communication of engineers-teachers with students, within which the competencies required by the profession and the impulse developing engineering and technical flair and ingenuity are transmitted, “infecting” (V. Shklovsky2) and charging them, thanks to which communication overcomes the boundaries of the chronotope, gaining continuum features, demonstrating its pulsating situational-suprasituative (corpuscular-wave) dualism. The scientific novelty lies in the justification, by the example of advancing to the theory of engineering and pedagogical thinking, of supplementing the competence approach with consideration of no less significant cultural and subcultural factors, including latent ones, which sometimes manifest themselves in very weak signals about the features of the chronotope of training engineers and technicians by engineers–teachers, not so much by virtue of official regulations as by virtue of singular acts of everyday life communication.

The article is based on the historical and philosophical analysis of fragments of Martin Heidegger’s concept called “Seinsgeschichte”, in which the philosopher considered the phenomenon of the university and the current situation of sciences. Their condition, accord- ing to the philosopher, is a direct consequence of the comprehensive extinction of the tradi- tion of European thinking, originating in the era of Platonism. The main signs of the era of the “decline of metaphysics” are the primacy of form over content, the “factory” production of university personnel and products of scientific activity, the rejection of comprehension as an urgent necessity and the total domination of the utilitarian approach to knowledge. Heidegger has no formed positive project to overcome the current state of affairs. Firstly, because he had an unsuccessful experience of rectorship, including a fruitless attempt to put into practice his philosophical ideas, to which part of this article is devoted. Secondly, since the rejection of uni- versal methods, ready-made answers and unshakable truths becomes an integral part of his late philosophy, since they lull thinking and lead a person away from fruitful doubt. A deep analysis of the origins of the crisis of the European University allows us to take a different look at the side effects of industrialization and digitalization of modern society and outline possible ways to resolve it in the future.