Currently, the educational community and the state are solving the task of creating a new nationally oriented system of engineering education. President of the Russian Federation Vladimir Putin noted: “We must rely on the fundamental bases of our education system, but look to the future, move forward, take the best that is in the world. And create your own.” In the article, the authors tried to answer the question: “What has underpinned the success and prestige and constitutes the fundamental bases of the national engineering education system?”. The main subject of analysis in the article is the normative legal acts of the Russian Empire and the USSR. The authors refer to the fundamental bases of engineering education only those components that have passed the test of time, post-revolutionary experiments during the change of historical epochs. Special attention is paid to the analysis of the negative experience of post-revolutionary experiments in the first third of the XX century. It is noted that the Soviet system, having gone through a series of post-revolutionary experiments of the 20s of the XX century, preserved and developed the original, unique features of the public education system of the Russian Empire. The authors presented these features, which form the basis for the success of the national education system, in the form of 9 theses. The abstracts were approved at a meeting of the Coordinating Council of the Ministry of Science and Education of the Russian Federation in the field of education “Engineering, Technology and Technical Sciences” within the framework of the round table of the Committee on Science and Higher Education of the State Duma of the Federal Assembly of the Russian Federation on “Improving the quality and increasing the prestige of engineering education in the Russian Federation” on June 17, 2024.

The new global challenges facing the Russian Federation in recent years have raised the demand for technological leadership and the transition to a model of sustainable scientific and technological development to an unprecedented high level. The professional education of highly and highly qualified researchers and developers takes the special place in overcoming these challenges. Being directly involved in the development of the Strategy of Education development until 2040, the authors note that the developers clearly underestimate the depth of the problem of staffing Russian science and the need for a systematic solution to issues related to the training of scientific and scientific-pedagogical personnel in graduate school. This paper is devoted to the analysis of open data on the state of human resources in Russian science and the effectiveness of postgraduate programs, as well as to the discussion of several proposed “innovations” in the implementation of postgraduate programs in the new national education system.

Today, the export of education in Russia continues to be an important state strategy of the Russian government, despite sanctions measures by European states and a decrease in the intensity of international cooperation with European countries. In 2022, the President of the Russian Federation set new goals for the export of education, according to which by 2030 the number of foreign students on higher education programs in Russian universities and scientific organizations should reach a minimum of 500 thousand people. Russia’s current foreign policy for the development and expansion of militarypolitical and trade-economic ties and common geopolitical realities have put on the agenda the development of new tools for international scientific and educational cooperation. The study aims to propose an effective strategy for the current state of the Russian education export from the perspective of a new geography and forms of international cooperation for increased activity on the global education market. The methodological basis of the study was formed by methods of comparative analysis of the domestic and foreign experience of higher education export, as well as systematization, generalization and interpretation of statistical information, posted on the websites of the Ministry of Science and Higher Education of the Russian Federation, leading Russian and foreign universities, authorities, and analytical agencies. The main result of the study is an analysis of the tools and mechanisms for expansion of the geography of the Russian education export and the promotion of the competitive brand of the Russian universities in conditions of isolation. The article shows that these tools allow to solve multifaceted tasks including the creation of a positive basis for political and economic interaction and training specialists in Russia and abroad to implement joint plans for the development of various areas of cooperation. The article contains the proposals for expanding the export of Russian education in view of new geopolitical realities. The CIS, Asia, Africa and Latin America are considered as the key partners.

In this article, the reference to the phenomenon of the professional identity of future teachers is caused, firstly, by the need to update meanings that are subject to permanent changes in the social reality surrounding a person, and secondly, by the importance of this personal education for high results of professional and pedagogical activities. The problem of forming the professional identity of future teachers through service-learning has become the subject of a special pedagogical study for the first time. The purpose of the article is to present the results of the study on the possibilities of service-learning as means of forming the professional identity of future teachers at the stage of professional training.

The study focuses on the analysis of the results of testing service learning as innovative means of professional training of future teachers at a pedagogical university, aimed at forming their professional identity. The classical pedagogical experiment included diagnostic, formative and control stages (N=216). Diagnostics was carried out using the identity stage scale by J. Cote, the identity styles questionnaire by M. Berzonsky, the general self-efficacy scale by R. Schwarzer & M. Jerusalem. The statistical qualification of the results was performed using the Pearson χ² goodness-of-fit criterion.

The case of the Volgograd State Social-Pedagogical University demonstrated that service learning is used as an effective means of forming the professional identity of future teachers: a) the emotional component of professional identity (involvement, interest, focus on solving socially significant problems); b) the communication component of the professional identity (enrichment of the experience of interpersonal communication and interaction with different gender, age and social groups); c) the activity – based component of the professional identity (development of technological skills and creativity).

The results of the study can be applied to the development of the problem of the professional identity of future teachers, the study of the possibilities of service-learning as a pedagogical method; they contribute to the theory and practice of continuous pedagogical education.

The article addresses the issue of assessing universal competencies, which are becoming increasingly important given modern demands on university graduates. It emphasizes the need for valid and reliable tools to measure skills such as critical thinking, creativity, communication, and complex problem-solving. The paper presents an analysis of an evidence-based design approach, which integrates cognitive theories, innovative educational technologies, and psychometric models to achieve objective assessments of these competencies.

Particular attention is given to the evidence-centered design methodology, which relies on scenario-based tasks closely reflecting real-life and professional situations. This method emphasizes constructing valid argument that link students’ observable behaviors to claims about their competence levels. The approach not only captures demonstrations of knowledge and skills in realistic contexts but also structures the instrument development process to ensure that empirical results are theoretically sound. A distinctive feature of this approach is the process of building arguments from collected evidence, differentiating it from traditional methods, which focus primarily on the statistical and psychometric properties of tests.

The principles of this method are illustrated using the CT Test for assessing university students’ critical thinking, a tool with established psychometric quality, which has been piloted with over 10,000 students in Russian universities. The article argues that implementing evidence-based tools will substantially enhance the validity and reliability of competency assessments among students, making this approach a promising candidate for integration into educational practice.

The learning success of students depends largely on the extent to which they have developed self-regulated learning skills. These are expressed as a set of cognitive, behavioral, and motivational strategies that help students set learning goals, develop a sequence of actions to achieve them, control their behavior and surrounding circumstances, and reflect on the outcomes of their learning. Existing research shows that many students have difficulty completing courses that require a high degree of student autonomy (e.g., online courses). And these difficulties are due to the fact that selfregulated learning skills are weak among students. To develop these skills, special interventions are used, which take the form of lectures, assignments and comprehensive training courses. However, research shows that such interventions have a heterogeneous effect: They can lead to an increase in skills for some socio-demographic groups, while being ineffective for other groups of students. The observed heterogeneous effect of interventions has not yet been explained, which prevents the development of an effective strategy to improve self-regulated learning skills in all students. This paper attempts to explain this phenomenon using qualitative research. Interviews were conducted with students who participated in the comprehensive intervention “Self-regulated learning: how to develop self-control and metacognition”. Based on these data, a conceptual model was created that explains the differences in the effectiveness of interventions depending on the individual characteristics of the students and the characteristics of the intervention itself. The findings formed the basis for practical recommendations for the development and implementation of interventions to develop self-regulated learning skills in universities. The article will be of interest to researchers in the field of pedagogy and educational psychology, teachers and methodologists at universities, as well as managers whose activities are related to the organization of the educational process.

The purpose of the research is to characterize the Russian-Chinese educational cooperation during the pandemic and post-pandemic periods, as well as to assess its future prospects. The timeframe of the study includes the period of the coronavirus pandemic (January 2020 – May 2023) and the post-pandemic period (May 2023 – June 2024). The primary research methods employed in the article are the analysis of open data sources, comparative data analysis, expert surveys, as well as techniques of synthesis, abstraction, and generalization.

The study revealed several characteristics of the Russian-Chinese educational cooperation system during the studied period. The system established before the pandemic demonstrated its viability and adaptability, particularly through the utilization of video conferencing, e-learning, and distance educational technologies as main tools. At the same time, it was possible to maintain the traditional offline format of education. However, a decrease in the total number of Chinese and Russian students in both countries was observed, along with a decline in the quality of education due to the transition from offline to online learning.

During this period, existing forms of cooperation continued to develop. They include the opening of new joint educational institutions, the implementation of new network university programs, expanding online learning opportunities, creating new forums and associations of universities, strengthening government support for students studying in Russia and China, opening new centers for Russian research in China, etc. Additionally, a mixed format for implementing educational cooperation projects appeared.

Furthermore, we identified promising areas for further development of educational cooperation. These include the optimization of the work of the Subcommittee on Educational Cooperation, the introduction of certain concepts related to the functioning of the educational cooperation system into Russian legal practice, the establishment of joint Russian-Chinese educational institutions in Russia. Other potential development areas encompass further optimization of network universities’ activities, the establishment of a multilateral university ranking system, strengthening state support for talented Russian and Chinese students, and a significant increase in the number of individuals studying and using Chinese and Russian languages in both countries.

Technological leadership and innovation-driven growth have actualized the request for highly qualified personnel, which have recently been associated with holders of a scientific degree. In the academic field, a scientific degree is a testimony to the occupational status and an integral feature of professional growth and advancement. The reasonableness and significance of a scientific degree in the non-academic market are ambiguous. The purpose of this article is to investigate the opinion and assessments of the non-academic sphere representatives about the demand for the employees with a scientific degree and the status of a scientific degree outside the academic labour market. The research was conducted using the method of semi-structured interview with employers and representatives of seven enterprises in the south of Russia in the machine engineering, metalworking, ferrous metallurgy and IT sectors (n = 13). As a result of the study it was established that: in employment a scientific degree does not give competitive advantages to the applicant; a scientific degree has no value in the non-academic labour market, does not contribute to the advancement and occupation of a higher position in the enterprise; a scientific degree and the presence of employees with a scientific degree in the staff are considered as image-building, status marker and reputation capital of the enterprise; employers have stereotypes regarding scientific employees, which are associated both with the individual organization of labour processes and the compatibility of the scientific, creative and production process; the non-academic sector lacks a human resources strategy for dealing with such employees and a system of their incentives. The authors conclude that the demand for a scientific degree in the non-academic labour market is caused largely by a political request related with the belief that technological and innovative breakthroughs can provide highly qualified personnel with a scientific degree. The authors focus on the probable risks associated with the massification of degree holders, that can lead to a blurring of academic culture and loss of identity of the scientific community.