The  student’s  subjective  position  as  a  system  of  personal  choice  of  a  sustainable behavior  strategy,  which  can  be  traced  in  the  student’s  attitude  to  the  learning  process  and results and connects his educational activities with the prospects of his professional future. The purpose of the study is to identify resources and problems at the learning stage depending on the student’s subjective position. The student’s subjective position is considered through his or her attitude to educational activities, through his or her achievements at the stage of learning a profession and through his or her expression of readiness for professional activity. The study is based on a survey of students from 20 Russian universities. The respondents were 1056 students. The most pronounced position of modern students is pragmatic; it is adhered to by the majority  of  undergraduate  and  graduate  students.  The  most  successful  students  in  the  educational environment are those who take an intellectually creative position; they have a wide range of achievements, they are ready to spend their intellectual resources on learning, have a negative attitude  towards  various  forms  of  imitation  of  learning,  and  are  most  confident  in  their  professional future. Students with a pragmatic subject position are generally successful, can solve problems  that  arise  during  the  learning  process,  and  show  readiness  for  professional  activity. Students with a contemplative position, despite generally successful studies, show uncertainty about their professional future. Students with an imitation subject position are the most problematic group. These students have difficulty coping with educational activities, are problematic, and are poorly oriented toward achievements in other areas of activity. The study proves that the student’s subjective position is a significant factor that influences the process and result of higher education. Based on existing typical subject positions, it is possible and necessary to select means and methods of training that will make it possible to update resources and minimize educational problems.

Numerous All-Russian surveys of the last 5-7 years, revealing the attitude of various au diences to the Unified State Exam (USE), present a generally more positive attitude of young people to the USE against the background of a generally skeptical Russian population towards this tool of transition from secondary school to higher education. In this regard, it is of particular interest to study the opinions of those who faced this examination procedure (graduates who passed the unified state exam, as well as their parents).During the online survey conducted on March 04, 2024, 711 people (45.3% men, 54.7% women, M = 34.73 years) were interviewed who replied that they and/or their child participated in the exam procedure. Respondents expressed their degree of agreement with the statements of the questionnaires: condemning corruption and attitudes towards the USE.

An analysis of the data obtained showed that respondents from the province significantly more often agreed that the USE significantly removes financial barriers to admission to Russian universities. Women were significantly more likely to agree that the USE provides capable graduates from different social strata and from any region with the opportunity to enroll in an educational institution whose curriculum and specialty correspond to the applicant’s career orientation.

Younger respondents also significantly more often agreed that the USE provides the bright high school graduates from different social strata of Russia to enroll in any university. Those who were more likely to agree that the USE helped them get into the university they wanted to enter were significantly more likely to agree with all items of the questionnaire on attitudes towards the USE as an anti-corruption instrument. In addition, the same positive correlation was found between the degree  of  condemnation  of  corruption  and  the  attitude  towards  the  USE  as  a  tool  for  combating corruption,  that  is,  respondents  who  condemn  corruption  more  agree  that  the  USE  is  a  tool  for combating corruption.

Thus, we have shown that the unified state exam eliminates financial barriers to admission to Russian universities, that is, it is an anti-corruption tool, which was more often agreed by respondents who entered universities from regional and district centers, women and youth, as well as respondents who more disapprove of corruption.

The article analyzes the changes that have occurred in university autonomy and academic freedom in the late Soviet and post-Soviet period from the point of view of the faculty members of leading universities and the main influencing factors. The aim is to identify successful Soviet practices from the faculty members’ point of view and to assess the possibilities of their use in the current conditions.

The study is based on in-depth interviews conducted with faculty members of two leading Russian research universities located in Moscow and Tomsk. The majority of the informants had worked at the universities during the Soviet period. The informants expressed their opinions on the degree of succession  of  university  autonomy  and  academic  freedom  in  their  universities,  and  on  the  factors influencing it.

The survey revealed that the Soviet experience is perceived very differently both within and between  universities.  Positive  aspects  of  the  Soviet  experience  include  guaranteed  state  funding  and a well-established system of cooperation with industry based on “economic contracts”. These supported the high status of faculty members. Assessments of the modern period are polar. Some believe that this is the period of a reasonable degree of university autonomy and academic freedom, while others believe that it has been greatly reduced and that state control has increased.

Tracing the changes in university autonomy and academic freedom reveals the importance of di-versification, especially in funding schemes. The direct transfer of Soviet practices is hardly possible.

In  the  context  of  digitalization  of  educational  processes,  an  urgent  need  to  change approaches to teaching foreign languages in the training of highly qualified personnel  – future re-searchers has been growing. The focus of this article is to study and determine the state of the skill of interaction with digital tools, systems and programs of artificial intelligence in postgraduate students of technical fields. The study revealed a conflict between the growing importance of publications in English, and a general trend among learners to reduce the need to read scientific literature in English, which affects not only reading skills, but also affects scientific reading practices. The potential for resolving the identified contradiction lies in the development of pedagogical and methodological techniques  focused  on  the  inclusion  of  modern  digital  tools  in  the  educational  process  in  order  to develop higher-order cognitive skills in graduate students and optimize research processes related to working with English-language scientific literature. A concept of a course for teaching graduate students a foreign language using digital tools based on neural networks is proposed.

The  accumulation  of  big  educational  data  on  the  platforms  of  universities  and  social media  leads  to  the  need  to  develop  tools  for  extracting  regularities  from  educational  data,  which can be used for understanding the behavioral patterns of students and teachers, improve teaching methods  and  the  quality  of  the  educational  process,  as  well  as  form  sound  strategies  and  policies for  universities  development. 

This  article  provides  an  analysis  and  systematization  of  datasets  on available repositories, taking into account the learning analytics problems solved on their basis. In particular, the article notes the predominance of datasets aimed at solving analytical problems at the level of student’s behavior understanding, Datasets aimed at solving analytical problems at the level of understanding the needs of teachers and administrative and managerial staff of universities are practically absent. Meanwhile, the full potential of learning analytics tools can only be revealed by introducing an integrated approach to the analysis of educational data, taking into account the needs of all participants and organizers of the educational process.

This  review  article  discusses  learning  analytics  methods  related  to  the  study  of  social  interaction patterns between students and teachers, and learning analytics tools from the implementation of simple dashboards to complex frameworks that explore various levels of learning analytics. The problems and limitations that prevent learning analytics from realizing its potential in universities are considered. It is noted that universities are generally interested in introducing learning analytics tools that can improve the quality of the educational process by developing strategies for targeted support for individual groups of students, however, teachers treat such initiatives with caution due to a lack of data analysis skills and correct interpretation of analysis results. The novelty of this analytical review is associated with the consideration of learning analytics at different levels of its implementation in the context of approaches to openness, processing and analysis of educational data.

This article will be of interest to developers of learning analytics tools, scientific and pedagogical workers, and administrative and managerial staff of universities from the point of view of forming an idea of the integrity of the university analytics process, taking into account various levels of analytics implementation aimed at understanding the needs and requirements of all participants in the educational process.

Immersive technologies (ImT) are becoming more and more widespread in the R&D sector and more often in the academic agenda of higher education. The paper provides a systematic overview of the educational practices of Russian universities in the use of ImT in teaching. The study focuses on the institutional and didactic aspects of the ImT in Russian higher education. We interviewed representatives of Russian universities (N=16). The study presents the role of immersive educational technologies in the structure of an academic course and outlines the prospects for their further application. The cases of Russian universities evidence that immersive educational technologies are slowly finding their niche in higher and postgraduate education as a learning tool. Providing immersion of students in the real conditions of professional skills application, immersive educational products are designed to practice the algorithms of operations in standard and non-standard situations of their (future) occupations individually. Without changing the didactic structure of the academic course, immersive educational products occupy a place between the theoretical part and training practice. The authors conclude that immersive educational products have a great potential for development in terms of the visualization quality of educational material, integration of multimodal mode for group work, improvement of assessment scales and соnsideration of learning analytics. Given a range of positive effects (motivational, psychological, topological, developmental), the future of ImT in higher education depends on the legal regulation of their use in education, their availability to higher education institutions and the motivation of university teachers.

The purpose of the article is to characterize the dynamics of changes in the role of classical universities in the scientific and technological development of the Russian Empire and the USSR, from the point of view of their involvement in the development of the real sector of the economy. The relevance of the study is related to the ongoing discussions about the higher education optimal model.

The novelty is determined by the focus of the study, the breadth of the subject in geographical and chronological terms, and the materials used for analysis.

The conducted research made it possible to clarify ideas about the elitist and anti-utilitarian nature of classical universities stemming in part from the principles of the Humboldtian model, the reception of which was carried out in Russia since the 19th century. The components of the activities of the imperial university were established, which ensured its connection with industry and the practical sphere. These components include: the work of some departments (primarily the department of technology), the promotion of ideas of industrial development in Russia by the professors, participation in all-Russian manufacturing (art and industrial) exhibitions, and the implementation of research work by universities commissioned by industrial enterprises; It is shown how during the First World War the emphasis on the practical component of higher education activities increased, for which it itself was not quite ready.

Particular attention is paid to the profound (and not entirely positive) transformation that universities underwent in the first Soviet decades. In the context of decreasing attention to research activities and the “disaggregation” of universities in the early 1930s their potential has weakened noticeably. However, the correction of the scientific and educational policy of the times of the mature Soviet Union and the development of economic contractual issues have already occurred since the 1950s-1960s lead to an increased influence of universities on the development of the real sector of the domestic economy while reducing the share of fundamental research.

The significance of the study is determined by the fact that education receives a new round in its development. It is specified by modern trends in the digital world economy, which makes special demands on the human capital development, where higher education institutions play a leading role. The education models using individual educational trajectories are considered one of the most promising at the present stage of society formation, as evidenced by the message of the President of the Russian Federation V.V. Putin and the introduction of a number of amendments to the law on education of the Russian Federation.

The purpose of the study presented by the authors is to describe, analyze and summarize pedagogical  experience  of  IET  implementation  in  higher  educational  institutions.  The  authors  chose  general and  scientific  methods  as  a  methodological  basis:  phenomenological,  sociometric  methods  included pedagogical observation, retrospective and statistical analysis and synthesis. Empirical data are based on the survey result of the 1st, 2nd and 3rd years students (n=117). In spite of the fact that individual educational trajectories are a pedagogical phenomenon, the study can be classified as interdisciplinary, it involves such sciences as psychology, philosophy, and sociology. The IET realization has a number of advantages, at the same time IET is not free from some disadvantages. The problems identified in the course of the study in the implementation of IOT can be minimized, taking into account the recommendations proposed by the authors of the article, which will rationalize and humanize the education-al process. The scientific novelty and practical significance lies in the theoretical and practical significance of the conducted research, which helps understand the IET content and essence in pedagogical practice. The generalized empirical experience can serve a basis for the development of special courses, textbooks, teaching materials and recommendations on the organization of IET in higher education.