The creation of advanced engineering schools at universities to improve the quality of human capital is becoming increasingly relevant. This paper examines the relationship between the development of economics, engineering education, the results of intellectual activity and the scale of launching new educational programs in universities.

The analysis demonstrates that activities in the field of engineering education will develop in the interests of knowledge transfer in areas of technological sovereignty with large amounts of investment. However, so far, the educational activity of advanced engineering schools correlates with the level of development of industries in the regions, which creates challenges and opportunities for expanding cooperation and introducing technologies beyond their borders throughout the industry.

The study shows that the scale of launching new educational programs is interconnected with the general culture of research and the creation of professional education programs at the university. The high potential of research activities, in general, is a prerequisite for the development and implementation of engineering educational programs in demand in the real sector. At the same time, the results of scientific and intellectual activity are often the source of their creation. The high level of launching additional professional education programs at the university makes it possible to expand the involvement of university teams in the development and implementation of educational programs and engineering orientation.

The authors offer practical recommendations aimed at further development of engineering education for both students in educational institutions and current specialists in the interests of ensuring the technological sovereignty of the Russian Federation, the development of the university’s third mission, as well as to stimulate sales of educational programs, innovative solutions and projects.

The issue of using generative artificial intelligence (GenAI) in education is the focus of both its advocates and critics. The world academic community is trying to consider the rapidly spreading phenomenon, to determine its place in the educational process and to work out the regulatory framework. The application of GenAI-powered services changes conceptual and didactic foundations of education. In order to predict scenarios of university education development and timely response on the managerial level, the community needs survey data on the use of GenAI-powered services and tools by the educational process actors – university academic staff and students. The paper contributes to the study of patterns of GenAI-powered services use by students and university teachers. The authors surveyed students (N = 450), researchers and teaching staff (N = 228) of the Moscow City University. The greater popularity of GenAI among students and a more discreet position on the use of GenAI-powered services by university teachers is determined by different strategies of their use. The complementary function of GenAI-powered services in the active strategy of a university teacher does not change the essence of the educational process compared to the students’ one. The accomplishment of written assignments with the help of GenAI as the most common application of GenAI-powered tools among students transforms the conventional understanding of responsibility and transparency of educational results. The findings highlight the reconsideration of higher education nature and require to transform educational practices in teaching and learning. The authors conclude that the contradictory attitudes towards GenAI require the assumption of ethical and regulatory norms for the use of GenAI-powered services in (higher) education, as well as increasing the level of AI literacy among teachers and students.

One of the key advantages of integrating artificial intelligence (AI) technologies into education is the creation of conditions for the implementation of a personalized learning model – a system developing individual potential, in which the learner is the main subject of the educational process and, in accordance with individual abilities, interests and needs, selects the educational content and chooses methods, techniques, and means of teaching, determines the pace of mastering the educational material and takes responsibility for the process and outcome of the learning. At the same time, the readiness of students to use a personalized form of learning will largely determine its effectiveness. The goal of the study is to determine the readiness of Russian university students for personalized learning based on AI tools. Based on the analysis of academic literature, the following semantic components of personalized learning were proposed: a) student subjectivity; b) partnership; c) dominance of problem-solving assignment; d) pace; e) adaptability, and f) An online survey was conducted to determine the students’ readiness for personalized learning. The respondents were 1,211 students from 38 Russian universities. The results of the questionnaire survey indicate that at the present stage about 50% of students use AI to solve various educational tasks. The opinions of students were divided regarding their readiness for personalized learning. About 45–60% of respondents expressed their readiness for such learning, 25–30% of respondents were neutral and 5–10% had a negative attitude on most issues. The data obtained indicate that at the present time, personalized learning cannot be widespread. Not all students of Russian universities fully understand the essence and potential of personalized learning, are ready and willing to act as subjects of the educational process, bearing full responsibility for the process and outcome of learning. Personalized learning places new demands on teachers, whose function is to prepare students for interaction with AI, adequately assess their abilities, formulate the goal of learning, check feedback materials from generative AI, build an individual learning trajectory, determine the pace of learning, select the content, means and methods of teaching, reflection, etc.

The article presents an analysis of the results of the monitoring of faculty’s attitudes towards the digitalization of education conducted by the INSAP Center of IPEI RANEPA since 2020. Three consecutive waves of the survey (2022, 2023, and 2024) have revealed a stable faculty group (representing more than a third of respondents) who express a lack of experience with distance learning. The stability of these observations is supported by the significant sample size of over 16,000 participants, which suggests a new trend in the field: after initial resistance to digitalization due to COVID-19-related restrictions, there has been an increasing interest in distance learning within higher education.

The seventh monitoring wave, conducted in May 2024, revealed that approximately one third of teachers expressed dissatisfaction with the inadequate volume of distance learning opportunities. This underscores the significance of digital tools in their daily work and the necessity to further investigate and support the process of digitalizing education.

The article also discusses the challenges associated with the digitalization process, including the lack of coherent administrative solutions, which hinders the transformation. Without external factors such as the COVID-19 pandemic, the number of teachers utilizing the online environment has continued to decrease. However, there has been a shift in attitudes towards distance learning, and faculty are beginning to recognize the need for institutional support. A faculty group interested in remote forms of work can become digitalization ambassadors in Russian universities, opening up new perspectives for the educational process.

. Insufficient financial well-being of doctoral students is a crucial problem in doctoral education worldwide. This can result in a significant decrease in the effectiveness of doctoral programs and an increase in dropout rates. This problem is especially relevant for Russia because, on one hand, our country has extremely low completion rates. However, most doctoral students studying full-time are forced to pay work. A significant share of these students work outside the academy, and their work is not related to their dissertation research. Such work significantly distracts them from academic activities during their doctoral studies. To solve this problem, various financial support instruments for doctoral students are being developed and implemented by governments and universities. However, despite the widespread use of such instruments worldwide, no studies have attempted to systematize these instruments of financial support. The lack of such systematization limits opportunities for the implementation and replication of effective financial instruments in different national contexts. This study aims to construct the author’s typology of existing financial instruments based on a systematic review of publications dedicated to the effectiveness of financial instruments. Papers published between 1980 and 2024 were selected for review. Three main types of financial instruments were identified: 1) available to all doctoral students; 2) available to outstanding doctoral students and provided on a competitive basis; and 3) available to doctoral students from vulnerable social groups. The advantages and disadvantages of each type of instrument, their applicability to the Russian context, and the limitations of research on the effectiveness of financial support and directions for future research are discussed in the final part of the article.

The article substantiates the relevance and significance of students’ independent work in the process of obtaining higher education for the formation of agency as a broader concept, including the ability to influence the processes of one’s own life through actions and deeds; the role of independent work as a compulsory form of higher education, provided for by Federal State Educational Standard 3++, is highlighted, its importance in training personnel in conditions of increasing competition in the labor market. The purpose of the article is to establish the main types of independent work offered by modern universities and to assess their (in) effectiveness, from the point of view of students, for mastering a future profession; to identify the relationship between independent work as a component of the educational process and student agency. The article presents the results of sociological research conducted in 2023-2025, based on quantitative (online survey) and qualitative methodology (focus group method). The results of the study allow us to conclude that it is necessary to revise the forms of independent work by university teachers, to introduce new methods of working with the modern generation of students, relevant to the ongoing changes in the conditions of the digital society, in order to increase the level of their agency. The results of the study can be recommended for use in higher education to improve the quality of personnel training and enhance student motivation for professional activities in their chosen specialty.

The meanings and goals of mass education are to transfer pedagogically adapted social experience from teacher to student. Such education has the character of transmission and is therefore monologue-like; it reflects the idea of a person as a “blank sheet”. However, experience and knowledge cannot be conveyed directly; they are formed from within. The transfer of impersonal information in a ready-made form does not take into account the personal characteristics, meanings and goals of the student himself, who does not participate in the creation of knowledge. This approach leads to the training of a specialist prone to imitation, which helps to accelerate the historical process, leads to the atomization of personality and increased aggression.

Artificial intelligence, performing an increasing number of functions for humans, saves them time and facilitates professional and personal actions by facilitating the transfer of information, which many people may consuder a sinonom of a “knowledge”.

Can artificial intelligence not only serve as a generator of solutions to student’s needs, but also help identify, unlock and realize their potential? In other words, can it support the student in a subject-to-subject interaction with other students and teachers within the framework of dialogical education?

Monologue education and artificial intelligence have one important feature in common – the lack of internal creativity. We believe that artificial intelligence cannot be a subject due to the lack of boundaries, since new meanings are always born in dialogue based on the self of the subjects. Artificial intelligence does not have an internal space of meanings, which is the basic condition for dialogue.

Artificial intelligence enhances the negative features of monologue education. It makes a person’s life easier, but it does so by reducing opportunities for their development.

Heuristic-type education, dialogical in nature, acts as a student’s assistant in his creative selfrealization and develops the qualities of a creator’s personality capable of effective interaction with artificial intelligence.

The article presents the results of study of information flows in social media about the course “Fundamentals of Russian Statehood”. Given the degree of hybridization of the media sphere, as well as the involvement of students in the digital environment, the most complete picture of the socio-political effects of the implementation of course can be formed based on the digital traces left by Internet users – students who have mastered this course and other audiences involved in the process of developing and teaching the discipline. The research method is two-stage and includes the use of cognitive content mapping on the topic of course implementation, as well as automated social media analysis of information flows in 2023-2024. The authors analyze the content of the content about the course of positive and negative modality, the semantic core of the information flow, its technological support, as well as the structure and interests of the audience. The information flow formed by the supporters of the course dominated over the opposing one in all network parameters. At the same time, the discourse of the positive segment is purely narrative in nature and does not convey the semantic concepts of the course, which gives it a formal character and creates the image of a routine academic discipline. In an attempt to avoid “politicization” and “ideologizing”, educational organizations actually emasculate the semantic content, often distancing themselves from the current socio-political agenda. Despite the fairly consolidated content of the positive digital flow, its importance for informing key audiences, there is a clear lack of a proactive agenda, discourses of active patriotism, and a focus on converting students’ activity into positive practices. The negative flow is less consolidated and voluminous and often designates the course as a means of discrediting the Russian educational system and the state as a whole. Content of this kind, despite its small number, is deeply politicized and allows various network actors, to use specific university cases for provocative purposes. Based on the results of the study, the authors consider key areas for improving the practice and methodology of teaching the course.

The article is devoted to understanding the teaching practice of the academic subject “Fundamentals of Russian Statehood” introduced in 2023. The authors share their impressions about how this subject was perceived in the student audience, analyze its meaningful connections with other academic subjects of the socio-humanitarian cycle and, above all, with the course on the history of Russia, and make suggestions for optimizing these connections. Based on the accumulated experience, the authors express their opinion on the means and ways to improve the teaching of the fundamentals of Russian statehood. In particular, the article suggests that when developing curricula on this subject, it is necessary to take into account the peculiarities of the world views developing among young people, as well as the patterns of perception caused by these features. The article substantiates the need to monitor the dynamics of views and opinions of the youth environment through sociological monitoring, the results of which should be analyzed.