As AI becomes an integral part of education and the future labor market, it is important to understand how students perceive and use it. This study explores Russian university students’ attitudes toward AI and examines the relationship between their beliefs and actual skills in effectively using AI. A specially developed questionnaire was used to assess students’ conceptions of AI, covering four dimensions: interest in AI, subjective experience with AI, perceived future value of AI, and perceived risks associated with AI. Skills of using AI were measured through a practical task involving the creation of an effective prompt for a large language model to solve an authentic work-related problem. Results showed that many students struggled to create effective prompts. Those who considered themselves more experienced with using AI performed only slightly better (r = 0,20), as did students with a higher level of interest in AI (r = 0,12). Overall, the connection between attitudes and actual skills was weak. Students who perceived AI as risky tended to assign it less value for the future (r = –0,09), but this perception did not affect their interest in AI or their sense of personal experience. Ultimately, despite students’ strong interest in AI, their ability to use it effectively remains limited.

The article explores the integration of applied artificial intelligence (AI) into nontechnical master’s programs, focusing on the challenges, trends, and prospects of this process. The relevance of the topic stems from the global professionalization of AI, the emergence of new professions (e.g., AI trainer, prompt engineer), and the transformation of the labor market under the influence of digital technologies. The authors emphasize the role of master’s education as a key link in training professionals capable of applying AI tools in non-technical fields – from medicine to the humanities. The research methodology includes a content analysis of job postings (on the hh.ru platform), which revealed fragmented but cross-sectoral demand for AI skills: 24% of vacancies are concentrated in creative industries (marketing, design), 20% in IT, while in medicine and education, their share does not exceed 3–5%. Job requirements in non-IT sectors remain vague, indicating a lack of standardization. A review of 78 Russian master’s programs demonstrates the dominance of technical disciplines related to applied AI (80% of programs), though a rise in interdisciplinary initiatives, such as AI in political science, philosophy, and media communications (9 socio-humanitarian programs), is noted. Key challenges include the tech-centric nature of education (programs implemented within IT fields), superficial implementation, and institutional accessibility barriers. Prospects are linked to the development of interdisciplinarity, stronger partnerships with industry leaders (Yandex, Sber), and the cultivation of ‘hybrid’ skills. The authors conclude that there is a dual asynchrony between the labor market and universities regarding the integration of applied AI skills. The article contributes to the discourse on the digital transformation of education.

In the context of the rapid digitalization of higher education and the widespread implementation of artificial intelligence (AI) technologies, the issue of transforming the students’ subjective position is becoming increasingly relevant. The significance of this study lies in the need to comprehend not only the technical but also the socio-humanitarian consequences of AI usage, particularly its impact on the personal and professional development of students. The aim of this work is to identify and analyze the challenges associated with the integration of AI into the university educational environment from the perspective of a subject-oriented approach, and to determine directions for the development of students’ subjectivity within an AI-mediated educational context. The scientific novelty of the research lies in the analysis of how AI technologies influence the transformation of students’ subjective position in the process of higher education digitalization. Special attention is given to the shift in their role from passive recipients of knowledge to active co-creators of the educational process. The study also formulates conceptual foundations for rethinking subjectivity in an AI-mediated educational setting, which can serve as a methodological basis for a subject-oriented approach in student-centered educational activities, as well as for further empirical research and educational program design. The methodological framework integrates subject-oriented and systems-activity approaches. The study employed survey methods (with a sample of 188 cadets from universities of the Federal Penitentiary Service) and content analysis, enabling an assessment of students’ level of subjectivity and their perception of AI. The main findings reveal the ambivalent nature of AI’s impact: it can foster critical thinking and autonomy when used consciously, but may diminish responsibility and reflexivity in cases of excessive reliance on algorithms. Correlations were found between student engagement, critical thinking, and responsibility in AI usage. The conclusions emphasize the need for pedagogical support aimed at maintaining a balance between technological innovation and the preservation of student subjectivity. Key conditions include the development of digital culture and the promotion of meaningful dialogue in the educational process. This work contributes to the ongoing discourse on the role of AI in education, proposing approaches to its integration that do not compromise students’ personal development.

Article analyzes the use of student evaluation of teaching (SET) in Russian universities – one of the key feedback tools in higher education. The authors examined documents from 694 universities to identify the presence of SET, its goals, and implementation features. The results show that only 13% of universities conduct SET targeting specific instructors. In most cases, SET serves summative purposes – supporting personnel decisions (36 universities), while formative use – for professional development – is found in just 16 universities. In 35 cases, the goals of SET could not be identified. The study also classifies SET questionnaires and explores the relationship between their structure and stated objectives. The authors conclude that in Russia, SET is often formal and rarely functions as an effective quality assurance mechanism. Possible reasons include institutional isomorphism, emphasis on external control, and insufficient attention to student feedback as a development resource. The paper raises the issue of rethinking the role of SET in Russian university governance.

In the context of increasing digitalization of the educational environment, nomophobia (the fear of being without access to a mobile device) is becoming an increasingly relevant psychological problem among student youth. The aim of this study was to adapt the Russian-language version of the Nomophobia Questionnaire (NMP-Q) and to examine the relationships of nomophobia with procrastination, academic motivation, personality traits, fear of missing out (FOMO), and doomscrolling tendencies. The study involved 621 university students in Russia (49% males and 51% females) aged 16 to 29 years (M = 20,3; SD = 1,47). Standardized methods were used: the adapted version of NMP-Q, Doomscrolling Scale, FOMO Scale, Ten-Item Personality Inventory (TIPI), Student Procrastination Scale, and Academic Motivation Scales. Psychometric analysis showed that the Russian-language version of the NMP-Q retains the original four-factor structure (discomfort due to lack of access to information, fear of being disconnected from others, fear of being disconnected from close ones, fear of missing news and messages), demonstrates high internal reliability (Cronbach’s α and McDonald’s ω > 0,76) and good convergent validity. Significant positive correlations of nomophobia with doomscrolling, FOMO, procrastination, as well as with external and amotivation in academic activity were found. Nomophobia was associated with higher neuroticism, lower conscientiousness and openness. Particular attention is drawn to the established relationship between nomophobia and academic motivation: anxiety about loss of connection increases gadget usage time, but is accompanied by a decrease in cognitive motivation and an increase in external forms of motivation. All hypotheses put forward were confirmed. The obtained results allow considering nomophobia as a marker of a broader disorganization of self-regulation, motivational processes and emotional stability of students under conditions of digital dependence.

The need for the development of emotional intelligence is due to the increasing demands of society on the quality of training of future teachers, the specifics of professional and pedagogical communication and interaction. The problem of the research is related to the fact that despite the large number of scientific papers devoted to emotional intelligence, its development among teachers remains poorly understood and requires further research. The purpose of the article is to develop a strategy for the development of emotional intelligence among students of pedagogical universities. Methodologically, the research is based on subjective-activity and systemic approaches; the idea of the unity of cognitive and affective spheres of personality; domestic and foreign theories and concepts that highlight various approaches to understanding the essence of emotional intelligence, the structure and possibilities of its measurement and development. To achieve this goal, the following research methods were chosen: theoretical (theoretical and methodological analysis, synthesis, generalization of theoretical approaches to revealing the essence of emotional intelligence of a future teacher, comparison of psychological and pedagogical research, the real state of the problem under study in order to establish the level of its theoretical and practical solution); empirical (diagnosis, pedagogical experiment to confirm the effectiveness of the proposed strategy for developing the emotional intelligence of future teachers). The empirical base of the study was 140 students of the institutes of the V.I. Vernadsky KFU, bachelor’s degree level. The article presents a strategy for developing the emotional intelligence of future teachers, which includes motivational-value, cognitive and activity reflective stages and involves the creation of an emotionally colored educational environment, enriching the disciplines of the psychological and pedagogical cycle with topics related to the study of emotional intelligence. The optional discipline “Workshop on the development of emotional intelligence” has been developed and experimentally tested. The developed strategy can be implemented to improve the practice of training future teachers in order to develop their emotional intelligence.

This article addresses the issue of the existing university rankings being insufficiently representative in terms of their assessment of the contribution of higher education institutions (HEIs) to managerial personnel training. The study aims to increase the transparency of higher education institution rankings by using a managerial position classifier. The study’s methodology is based on a management job classifier that uses decisive rules to determine the correspondence of positions between different management areas. It also involves the automated extraction of organisational activity data by name from open internet sources. To achieve this, data on the career paths of graduates from 15 universities included in the RAEX “Management” rating were collected and indicators of career dynamics were determined. During the analysis, indicators of managerial career dynamics were calculated, including position levels and the time interval for achieving them. The results confirmed the hypothesis that graduates from different universities and years have different managerial career dynamics, as classified by the managerial position classifier. The universities were also classified into three groups. The results obtained are intended for use in studying the possibility of determining the career component of HEI ratings.