The academic press is increasingly discussing the impact of Artificial Intelligence (AI) technologies on education and science. Researchers pay attention not only to the applied aspects of the use of AI technologies, but also to the issues of the ontological foundations of activity that are being transformed under the influence of new technologies. However, the issues of the impact of AI technologies on engineering activity, engineering thinking and, consequently, on engineering education are not sufficiently reflected in academic publications. Moreover, the aspects related to the widespread use of artificial intelligence, both in professional activities and in everyday life, remain insufficiently studied.

The article proposes theses and corresponding arguments that clarify the fundamental changes occurring in engineering activity and engineering thinking in the context of the expansion of artificial intelligence technologies. Engineering activity is presented as a system that is not identical to the activity of individual engineers. A definition of engineering activity is proposed, which reveals its essence through its goal of solving human and societal problems. A non-instrumental approach to the interpretation of engineering based on AI technologies is substantiated, within which artificial intelligence appears as a partner in engineering activity. Finally, engineering thinking is complemented by anticipatory and responsible thinking.

The article is a contribution to the academic discussion on the specifics of engineering activity and engineering thinking at the present stage.

The purpose of the study is to identify cultural modes that currently most actively influence the spiritual life and worldview of representatives of the younger generation, especially in terms of their formation of plans for the future. Based on the approaches of G. Hofstede and A.A. Auzan to culture proposed a methodology for studying cultural moduses as specific manifestations of life values and practices in the spiritual life of society. In total, the study examines four modes (K, CI, IC, I), which describe various manifestations in the public consciousness of power distance, gender model of decision making, priority of interests, attitude to uncertainty, as well as the short-term mobilization of vital resources. We proposed an algorithm for studying cultural moduses within the framework of sociological research, for testing of which we used a subset of data from the project of the Russian Society of Sociologists “Cultural Heritage and the Connection of Generations” (2022).

The study found that modern students have different cultural moduses. The most common are carriers of “intermediate” modus, which brings optimism regarding the interaction of youth culture and social orders (institutions) formed by economic institutions. At the same time, it was revealed that the modes have different effects on the plans of the respondents. In particular, holders of the “IC” modus (who are represented most massively in the sample) after receiving a profession are less likely to remain inclined to live and work in the country.

The scientific novelty of the research lies in the development of the author’s approach to the study of the planning process on the part of the younger generation through the analysis of four cultural moduses, as well as its testing. The practical significance of the research results lies in the possibility of their use within the framework of strategic design of youth and educational policies.

Higher education is developing and becoming diverse, flexible, and innovative. Innovations affect both organizational formats and programs, and the educational process. Under these conditions, for the operational management of learning and pedagogical innovations, it is necessary to monitor not only the results, but also the procedural characteristics of education, which allow us to draw conclusions about the educational process effectiveness. The three-level model of factors influencing learning outcomes presented in the article showed that it is most important to analyze the learning process from the position of the student as its subject. It is the activities of students and their educational experience, that firstly, act as a direct factor of the effectiveness of this process, and secondly, they are sensitive to changes in learning technologies and teaching practices used. Students’ activities and experience are conceptualized and measured in terms of various constructs, the most common of which are: learning activity, self-regulated learning, engagement, satisfaction, educational experience. The article systematizes approaches to diagnosing relevant variables and characterizes domestic verified questionnaires for their measurement. The author’s short questionnaire is proposed to study the educational experience of students: their involvement, satisfaction, self-regulation, self-efficacy and intentions for development. The described questionnaires can be used to analyze the learning attainment and build evidence-based practices in higher education, as well as a source of data for predicting the learning outcomes.

Russian universities at the present stage play a significant role in shaping the students professional preferences and migration expectations, thereby contributing to socio-economic development and influencing the process of human capital management at the regional level. The issue of immersing a university in the problems of a city (region) becomes especially relevant in light of global challenges, such as demographic changes, economic instability, and a lack of qualified personnel. One of the important areas of research is the analysis of how students evaluate the city of study, which may become their future place of residence and professional activity. The publication presents the results of such a study – a long-term survey of young people (students of the largest Nizhny Novgorod university – Lobachevsky University) about the conditions for their professional growth and development in one of the largest Russian cities – Nizhny Novgorod. The survey period (2017-2023) covered not only significant events related to the implementation of large infrastructure projects in the city (2018 FIFA World Cup, the 800th anniversary of Nizhny Novgorod in 2021, recognition of the city as New Year’s (2022) and Youth (2023) capitals of Russia), but also during the COVID-19 pandemic. One of the areas of the research that determined its novelty was the assessment of the city as a center for the development of creative industries, as well as a structural analysis of the results when dividing respondents by type of planned career trajectories. The discussion compared the results with similar studies from other regions of Russia. The results of the study are of interest for university management and regional policy, emphasizing the importance of the interaction of educational institutions with the urban environment in the context of the preservation and development of human resources in the region.

The article presents a new look at the content of personality-oriented pedagogical education, taking into account the patterns of professional development of future teachers, the peculiarities of structuring the content of education and the technologies used to form the personality of a future teacher as a subject of professional pedagogical activities. The authors believe that university pedagogy requires a different methodology for organizing pedagogical education, the purpose of which is to introduce future teachers to the essence of professional activities aimed at professional development. In the context of personality-oriented pedagogical education, the behavioral growth of future teachers associated with the assimilation of knowledge and methods of pedagogical activities is reflected in the student’s mind as a special goal and subject of educational and professional activities. As a result, professional development appears as the construction of oneself in the area of the university educational process.

A serious transformation of methods for implementing innovative activities, which is happening today in Russia, is difficult without improvement of the processes for managing project innovation activities of universities. This issue is not widely studied in the scientific community despite its relevance and significance. The purpose of this work is to study the theoretical foundations of project innovation activities of universities in the Russian Federation, as well as to analyze the demand for project innovation activities of domestic universities. The work presents a map of concepts in the innovation sphere, which depicts the relationship between such concepts as: innovation, project, innovation activity, project activity, innovation infrastructure, design-innovation activity, innovative developments and innovative project. The paper examines key problems and trends in project innovation activities of universities in the Russian Federation, as well as the factors without which successful implementation of this activity can’t be possible. Owing to the current study, it is obvious that the development of a new approach to innovation activities project management in universities is required, taking into account current trends in the country’s socio-economic development and the geopolitical situation.

University students demonstrate poor help-seeking behavior for their mental health and wellbeing despite frequently reporting low levels of wellbeing and psychological difficulties.

The purpose of the study is to assess students’ awareness of the possibilities of receiving help at the university; identify students’ difficulties and support needs; spot preferred formats for receiving information about mental health, mental hygiene and well-being; and observe attitudes towards psychological support. The study of 654 students of Moscow City University was conducted as a sociological survey.

Students experience the greatest need for support in situations of emotional and academic stress, and affective disorders. The preferred formats of assistance vary according to the type of student’s needs, from acquiring self-care skills and managing emotions to advisory or therapeutic work. A special place is occupied by informing, education and non-specific social forms of support, in particular, environmental conditions and student communities. Students have ambivalent views and attitudes towards the supportive opportunities that the university provides them “here and now”. Seeking help for students is associated with uncertainty and feelings of appropriateness, risk and mistrust, which can be levelled out in psychological education and training.

The number of online master’s programs in Russia is growing by the year with IT programs leading the way. The online master’s programs engage working adults whose goal is to obtain a new profession or master the skills required for their professional development. In terms of governmental regulation in Russia, almost no distinction is drawn between on-campus and online master’s programs. The surge in the number of the latter is attributed to university digitalization which merely transfers traditional content and structure to a digital form. The authors being actively engaged in educational practice challenge this point of view as it becomes apparent that online master’s programs constitute a stand-alone phenomenon worth thorough investigation. The article in question scrutinizes the core features of 48 Russian online master’s programs in IT; an explanatory analysis of the phenomenon is conducted through the open and distance education theories and the concept of professional master’s program. It is concluded that online master’s programs in IT in Russia bear signs of open and distance education models. However, it is premature to claim it a new type of education.