The article analyzes individual elements in the structure of civil attitudes of Russian students in the situation of the beginning and continuation of a special military operation (SVO). A special military operation acts as a kind of “litmus test”, which allows to identify the features of the civic consciousness of students, since it is in a crisis situation that latent value attitudes that determine social and civic behavior are actualized. The article is based on the results of an empirical sociological study. The study sample is quota– based, stratified by gender, the sample size is 1,380 people aged 18 to 22 years. As a result of the conducted research: the polarization of Russian students in terms of attitude to a special military operation is justified; the conclusion is made about the “background” nature of the SVO for a significant part of the student youth; the influence of ITS on the growth of stress among students faced with its results has been proven; the hypothesis about the influence of the SVO on the dynamics of civil attitudes of Russian students is confirmed. In particular, a special military operation has an impact on reducing students’ trust in socio-political institutions and actors, and also affects the dynamics of migration sentiments, increasing the percentage of young people considering migration as a possible option for a life trajectory. The study demonstrated the need for further study of the stability of the civic attitudes of Russian youth in the context of the escalation of “new” cognitive wars, as well as an analysis of the effectiveness of state institutions of socialization in a situation of geopolitical instability.

The emergence of artificial intelligence language services has raised hopes related to facilitating the task of publication activity. Members of the academic community wondered whether chatbots could optimize the process of scientific writing. ChatGPT, a language model capable of, among other things, generating scholarly texts, received particular attention. The cases of writing academic papers using ChatGPT have led to a number of publications analyzing the pros and cons of using this neural network. In this paper, we investigate the possibility of using ChatGPT to write an introduction to a scientific paper on a topical issue of the Arctic governance. A set of queries to ChatGPT network, based on the logic of the commonly accepted in academia publication format IMRAD, has being developed. This format is characterized by structural and functional elements, which served as a logical basis for the queries. The responses received from ChatGPT were analyzed for their compliance with the requirements for a scientific article, according to the IMRAD publication format. The result of the analysis showed that ChatGPT is not able to meet the requirements for publishing a scientific article in the modern scientific publication discourse.

Educational migration plays an important role in the implementation of admission plans for applicants to higher education institutions in a significant number of Russian regions. The aim of the work is to find out which regions are the most attractive for graduates in terms of higher education on the basis of the study of interregional migration of university entrants, as well as to identify the factors influencing the educational attractiveness of the regions. The research methodology is based on the statistical approach, which allows us to use publicly available data from official statistics. The information base of the study was the data of the federal statistical observation forms No. VPO-1, No. OO-1, as well as other official statistical data of the Federal State Statistics Service. The methods of the study included methods of comparative analysis and descriptive statistics, methods of data mining, such as analysis of key factors of influence and clustering. The main indicator of educational migration was selected as a statistical indicator – the share of students from the total enrollment who received a previous education in another subject of the Russian Federation. The analysis revealed ten factors that have the greatest influence on the indicator of educational migration. The clustering of 83 regions according to the space of selected characteristics resulted in five clusters with different values of the indicator of educational migration and different values of indicators of the quality of life. Three territorially different educational centers of gravity were identified: “Metropolitan”, “Southern” and “Siberian”, which include 27 regions of Russia from the two best clusters by the indicator of educational migration. The regions of the Arctic zone of the Northwestern Federal District and the Far East enjoy the least educational popularity. The trend has been revealed, which is a decrease in the value of the indicator of educational migration of most regions as they move away from the “metropolitan” educational center. The results of the study can be useful to the executive authorities of the regions when solving the tasks in the sphere of educational migration flows management.

Abstract. This article examines the role of Russian universities in emerging and further developing Arctic science diplomacy (ASD). According to authors, in the current geopolitical conditions Russian universities are significant ASD actors which perform a number of important functions for the organization of international scientific cooperation with foreign countries and making a positive image of Russia in the world. The paper uses a systemic approach to identify Russian universities’ contribution to the ASD development through various mechanisms: joint research projects and publications with foreign partners, the organization of international events on the Arctic issues and participation in prestigious international conferences on the Arctic research area, joint polar expeditions (land and maritime), and participation of Russian scientists in international Arctic scientific organizations, etc. The university ASD is exemplified by the Russian leading universities – St. Petersburg State University, Moscow State University, Northern (Arctic) Federal University, etc. The study demonstrated that maintaining a dialogue on an ongoing basis within the framework of research and educational activities of universities can contribute to the systematic establishment of cooperation in other areas of international relations, the search for innovative solutions for the benefit of the development of the entire Arctic region.

With the release of a package of state-level regulatory documents during the perestroika years, which set a new vector for the development of domestic education and, among other things, set the task of enriching the ideological, theoretical, humanitarian content of higher education, the reform of the country’s higher education began, which continues in waves to this day. The powerful flow of articles, reports, dissertations devoted to the humanization and humanitarization of engineering education, which has gushed since that time, does not weaken. The experiment has shown that artificial intelligence ChatGPT-4 generally gives an adequate idea of the current issues in this area of engineering pedagogy. In the article, for the first time, this task is projected on the formation of students’ engineering thinking of a humanitarian orientation, which is necessary to ensure their effectiveness in the labor market in especially cardinal changes in technology and the organization of engineering activities, used with an exponentially growing scale of the use of artificial intelligence and robotics in it. The idea is being developed that engineering thinking is inherently inseparable from the humanitarian one, which sets its direction, and the idea put forward by P.G. Shchedrovitsky’s hypothesis about programming as a dominant way of thinking of an engineer in an emerging new technological formation, which is based on goal setting with the subsequent design of an “activity tree” as a projection of a tree of goals. The purpose of the article is to substantiate the regularity of the organic strengthening of the humanitarian focus of engineering thinking in the course of the ongoing industrial revolution and the need to focus engineering pedagogy on this trend, based on the author’s proposed refinements of ontologically established ideas about engineering activities.

The article examines the mentorship development in higher education. The need for a scientific reconsideration of the conceptual framework of mentorship in modern conditions, as well as its important practical significance for adapting students, improving the quality of education and professional activity are forming the relevance of this topic. The purpose of the article is to develop the concept of mentorship, to design a model and to plan the mentoring in higher education. An interdisciplinary approach was used to determine the essence of mentorship (consideration of the category in Psychology and Sociology, Pedagogy, Management), a model of mentorship in higher education has been developed with a structural-system analysis, as well as with graphical and statistical methods. The scientific novelty of the article is the development of the conceptual framework of mentoring and applied aspects of its implementation in higher education in Russia. The essential elements of mentorship were identified and considered, namely: the concept and approaches, purpose and objectives, principles and functions. The types of mentorship in higher education were classified according to key criteria: the number of mentees, formalization, period of interaction, method of implementation, direction of interaction, purpose. The main principles of mentoring in higher education are specified. A model of mentoring in higher education was proposed. A systematic analysis of successful practices and mentoring programs in higher education in Russia was carried out. The problems and prospects for mentorship development in modern conditions were identified. The practical significance of the study lies in the possibility of using conceptual developments in the formation and development of the legal framework for the implementation of mentoring, as well as the development and implementation of a mentoring model in higher education institutions.

Student evaluation of teaching (SET) has more than forty years of history as a tool of feedback in North American, Australian and European universities. In Russian universities it is not widespread, although increasing its implementation could solve the problem of Russian students feeling that they are not involved in the management of the educational process and improve the quality of courses and teaching. The barriers to the implementation of SET in the Russian higher education system, among other things, are concerns and prejudices of teachers and students, who see SET more as a problem than an effective tool. In this article, authors analyze the most common faculty concerns about student evaluations of teaching, obtained from ten focus groups in five Russian universities. Authors put collected opinions in the context of the recent methodological discussions about the validity of Student Evaluations of Teaching. The main idea is that SET is an effective tool of getting feedback in higher education and involvement of students and teachers in a dialogue and cooperation in the educational process, but highly questionable as a data source for administrative decisions.

The article presents the results of approbation of the intellectual system for testing general language competences (ISTOK) developed by testologists, linguists, specialists in methodology of teaching foreign languages and in artificial intelligence. This system includes a range of tests assessing language ability at levels from A2 to C1 of the Common European Framework of Reference (CEFR), as well as an adaptive placement test. All test materials are calibrated according to the CEFR. ISTOK is an adaptive testing system deployed through neural network solutions and providing assessment of receptive and productive language skills (reading, listening, speaking and writing) by using artificial intelligence and/or neurolinguistic models. The process of ISTOK development implied, apart from writing test items, putting together databases of writing and speaking assignments marked by professional assessors and assessment criteria for productive skills, as well as algorithms to identify various types of mistakes with the help of artificial intelligence. The results of various testing cohorts with the total number of test takers exceeding 5,000 demonstrated high reliability and objectified test validity. The new approach to language skills testing can be used for various purposes in higher education institutions, as well and to identify and/or confirm language proficiency of personnel in different organisations and businesses, while the principles of training and practical use of neurolinguistic models will find wide application in various fields of applied research.