The relevance of the article is predetermined by the need to find new resources for the development of the university scientific area and identify opportunities for its qualitative improvement. The purpose of the work is to determine the basis for the typology of the interaction of university educational communities and to define the basic features of the scientific concept of the organisation of the university scientific area in the Ural Federal District as a representative scientific and educational model of higher education in the macro-region. The dominant theoretical approaches are community-based, resource-based, typological approach. The object of the study is the interaction of the community of research and pedagogical staff (RPS), the student community and the community of administrative staff (AS), the subject is the resources of educational communities in universities of the macroregion. The empirical base consists of mass questionnaire regional and Russian surveys, materials of expert interviews, and statistical data. An approach to the study of RPS, AS and students as traditional, virtual, and digital communities is proposed. The analysis of the prerequisites for interaction and the specifics of each of the identified communities allowed us to reveal the most acute problems preventing their integration into the unified university scientific space of the macroregion. It is shown that the unbalanced ratio of the number of representatives of communities in general and by region of the district, and the bureaucratization of university activities have a negative impact. It is noted that contradictions in the goal-setting of communities in research activity create a situation of interpersonal disunity. The study of research practices revealed the need to formalize the status of the “personnel reserve of science”, the dissemination of innovative practices of large universities, the organization of a unified system of regional investment in student science, the inclusion of regions in the sphere of influence of world-class research and educational centers. Four groups of problem areas are identified as typological bases of scientific interaction: the number of participants in communications; the chronotopе of scientific interaction; motivation, opportunities and positions in science; the nature of interaction. The interpretation of the resource potential of the university scientific area and the communities interacting in it is proposed. The main features of the conception of the university scientific area of the macro-region as a specific social ecosystem are defined.

Everyday, artificial intelligence (AI) is being increasingly integrated into the teaching and learning process at Russian universities. The high level of quality of feedback from AI tools leads to the spread of AI plagiarism – unauthorized borrowing of generative AI materials – among students. The purpose of this study is to: a) highlight aspects that determine students’ understanding of the issues of compliance with author’s ethics and the problem of plagiarism when interacting with generative AI; b) develop a questionnaire to determine students’ understanding of the issues of compliance with author’s ethics and the problem of AI plagiarism; c) conduct an online survey of university students, analyze and discuss the results obtained. The paper highlights five aspects that determine students’ understanding of the issues of compliance with author’s ethics and the problem of AI plagiarism when completing educational assignments and preparing research texts: a) students’ general understanding of the issues of compliance with author’s ethics and the problem of plagiarism in an academic environment; b) students’ experience of AI tools for educational purposes; c) students’ understanding of the problem of AI plagiarism and attitude towards borrowing materials from generative AI; d) teachers’ actions to prevent AI plagiarism among students; e) the policy of educational organizations regarding student compliance with ethics and AI plagiarism. An online questionnaire was developed to determine the degree to which students understand the issues of compliance with copyright ethics and the problem of AI plagiarism. 1,599 students from 29 universities of the Russian Federation took part in the survey. The results showed that in general, in the Russian student community, plagiarism is a widespread social phenomenon, many types of which are perceived by young people as a norm of academic behavior. Despite the relatively high awareness of students in the field of AI technologies, the extremely rare use by teachers of specialized subject disciplines of AI tools in the educational process I’d the reason for the current low level of spread of AI plagiarism in the academic environment. At the same time, it is necessary to state that students lack a systematic understanding of exactly how they can “legally” use generative AI materials and what exactly will be considered AI plagiarism. According to students, the importance of understanding the issues of compliance with author ethics and the problem of AI plagiarism will depend, on the one hand, on the actions of teachers to explain to students the rules for using generative AI materials, and on the other hand, the presence in universities of a regulatory framework regulating the field and the extent to which students use AI in the educational process.

This article is devoted to the study of the influence of the social environment and its changes on the values of students. The article says that ensuring adherence to values is a difficult task, including a deep study of the nature of values, the conditions for their formation, as well as the development of measures to ensure sustainable adherence to these values, especially among students. Based on various definitions of values, the article presents the author’s operational definition, which became the starting point for the organization of applied sociological research. Based on the conducted factorial and cluster analysis of the sociological research data, typological groups were formed, described through correlation with the heroes of Russian literature. Thanks to the chosen method of typological analysis, it was possible to clearly demonstrate possible changes in the values of student youth under the influence of a changing social environment, and also describes the likely social trajectories of students as a result of moving away from previous values.

The phenomenon of service comes into our area of interest when we are talking about the uniqueness of Russia’s social structure and the markers that define it. Service can be included in everyday life through professional activities, therefore we can consider the subject, focusing on its type. The goal of the research is to determine the meaning of professional service, its place in the modern world, as well as the development of methodological guidelines guiding the training session. Achieving the goal would be impossible without relying on the methodology of the social and philosophical analysis, value, activity, and psychological approaches.

The following problems that structure the presentation of the material have been solved. 1. The origins of the idea of service and the ways of its development in Russian society are revealed. Retrospectively the transformation of the ministry is considered from the formation of Russian statehood to modernity. 2. The service strategy for any specialist activity is determined. It is argued that the ethics of every profession can be built around the idea of service. 3. The direction of the formation of students’ attitudes towards an acquired profession based on service is proposed. They are: awareness of the importance of labor; assessment of the work role as a goal; developed social responsibility; acceptance of service as one of life’s principles. 4. Meaningful guidelines are outlined in the discussion of possible difficulties, that may arise on the path of professional service. Such changes include: loss of motivation; loss of professionalism value; refusal of a lifelong professional trajectory. The research is exploratory in nature, but the results obtained turn out to be fruitful for the exchange of the first experience of conducting the course “Fundamentals of Russian Statehood”, and later, theoretical and methodological discussion with possible correction of educational material.

The COVID-19 pandemic has changed the way learning is organized around the world. Russian universities have also been faced with the need to quickly transfer all teaching to an online format. The importance of student satisfaction with the education quality in online learning is increasing, since it is an important condition for motivation. The paper shows that based on the analysis of students’ messages in the social network, it is possible to observe and analyze the overall dynamics and trends in student community satisfaction with the quality of the learning / the efficiency of universities and conduct a comparative analysis of the identified characteristic data groups with their totality. It is shown that the data on the reaction of students of a particular university may have significant deviations from the totality of data, which reflects the characteristics of the reaction of students of a particular university to events occurring at the same time. This may indicate the internal differences of the university, which form an appropriate response to external events.

To understand the satisfaction of students in the transition to a new implementation format of the learning. The digital traces of students from the social network VKontakte were analyzed using individual Big Data tools on the PolyAnalyst software platform. This made it possible to trace changes in the mood of students and, on the example of a single university, to identify and explain deviations in the attitude of students to the implementation of the learning, as well as to verify the methodology. The methodology developed by authors makes it possible to detect problematic issues in the university, including the moment of their occurrence, relevance, degree of concern of students. Such content analysis can be used not only to assess students’ satisfaction with the quality of the learning, but also to monitor the emergence of any problems that cause concern and strong reactions on the part of the student community, as well as other communities and individual groups.

The article analyzes the perception of the difference between fundamental and applied scientific knowledge using the case of a particular group of Russian scientists. The sample consisted mainly of researchers who work in university laboratories, research centers and research groups specializing in biology and biosafety. Using a qualitative analysis of interviews with representatives of this group, the authors examine the ways of constructing a border between theoretical and applied research. The interpretation of the results is carried out using the scales of Boltanski and Thйvenot’s concept of “worlds of justification”. The conceptual model for separating fundamental and applied knowledge was Donald Stokes’ model of the relationship between science and technology, the socalled “Pasteur’s Quadrant.” The research demonstrates that Russian scientists prefer to engage in fundamental science, less often choosing applied projects. They use strategies to “fence off” from applied tasks or simulate the applied nature of their research. The boundaries between the categories of fundamental and applied are flexible and reassembled in each research project depending on the context, financial conditions, and applied competencies of the participants involved. When solving applied problems becomes inevitable, scientists prefer to refer to this as engaging in “non-genuine” science. The authors conclude that the traditional division into fundamental and applied research does not correspond to the daily practices of research activities.

The history of the development of natural sciences is integrated into the educational process of the relevant disciplines and can influence the formation of a student’s personality. The content and interpretation of the historical component are not regulated, they are included in the “hidden curriculum”. The purpose of the work is to analyze the functions of history in the teaching of natural sciences as a component of the hidden curriculum according to literature data and to assess the degree of their implementation in the opinion of participants in the pedagogical process. Results. At the first, we highlighted the functions that history performs within the framework of natural sciences based on the literature data. Then during empirical stage in 2022 we conducted the anonymous online survey of tutors and students of 2-3 courses of Russian medical universities (N=325). The analysis of the obtained data showed that, according to the survey participants, firstly, the history of the studied science is a necessary part of the educational process. Secondly, the use of historical facts during lectures and classes performs more cognitive (including the development of critical thinking) than educational functions (including the formation of socio-cultural identity and citizenship), which can be associated with varying degrees of their implicitness. The results of the survey of students from different regions turned out to be similar. Most of the respondents supported the unification of the historical component of the natural science discipline for all medical universities in Russia. In a practical sense, the results of this study can be used in the training and advanced training of university teaching staff in order to focus on the hidden components of the educational process and actualize various contexts of the history of natural sciences, as well as be taken into account in the development of educational literature and work programs. The externalization of the hidden curriculum will allow to integrate it into a unified educational policy.

The present study aims to explore the role of explicit and implicit approaches in developing pragmatic competence in postgraduate students as part of the Foreign Language course. 32 students were divided into two groups depending on the type of teaching approach for six weeks of instruction. Research proposals written by each group after the interventions were examined with the aim of comparing the employment of pragmatic features such as stance-taking resources and their frequencies. In order to investigate the effects of stance-taking instruction, this study adopted a combination of quantitative and interpretative analysis methods. The results revealed significant differences in the use of stance resources by the postgraduate students exposed to explicit vs implicit instruction. In terms of compliance with the academic writing norms, the explicit instruction was found to be more effective than the implicit one. The analysis found that while the explicit group tended to mitigate their claims and hide authorial presence, the students exposed to the implicit instruction expressed stronger commitments to propositional content and showed writer visibility in the text, which considers to be inappropriate in English-language academic writing. The findings point to important considerations for EAP teaching and future research into academic discourse and contribute to previous studies of the benefits of instruction in the development of pragmatic competence. The results may be employed by curriculum designers to create materials for L2 writers and EAP instructors in their teaching practice.