Thе article examines values and value orientations in Russian higher education, their reflection in research publications, and the perceptions of future and current faculty.
The primary goal of the study is to identify the value orientations as components of higher education.
The study utilized quantitative and qualitative content analysis of research publications, which allowed for the identification of key approaches to examining the axiological component of higher education, the frequency of references to values, and their classification. The analysis also revealed the use of synonymous terms when describing value orientations and a predominant focus on students’ values, with significantly less attention paid to faculty members’ value orientations. A survey of 253 faculty and graduate students at Russian universities was then conducted to determine the composition and hierarchy of the value orientations they identified. It was found that master’s students in pedagogical programs and faculty primarily focused on universal and personal-professional value orientations, while national-cultural values were less prominent and perceived as less significant. The study emphasizes the need for a unified, clear conceptualization of value orientations in the Russian educational space and the creation of a unified list of basic value orientations for teachers.
The main conclusion of the article is the importance of considering value orientations in higher education as a component of the content of targeted educational activities and a tool for interpreting pedagogical decisions.
The integration of generative artificial intelligence (AI) into education brings to the forefront the issue of keeping the human at the center of the educational process. A student’s traditional digital competence, focused on operational skills, does not ensure critical and ethically responsible interaction with AI.
The aim of the research is to substantiate the principles of interaction within the human-AI system that contribute to the positive transformation of a university student’s educational subjectivity.
The methodological foundation is formed by the socio-cultural and competence-based approaches, according to which the transformation of subjectivity in the university educational process is socio-culturally conditioned and requires the development of students’ meta-digital competence (MDC). The theoretical framework of this study is built upon the concept of distributed cognition, which posits a cognitive system spanning humans, technology, and the environment (Hutchins E.), and the concept of metacognition, defined as the capacity for reflection on one’s own thought processes (Flavell J.). As a result of the research, the core dimensions of MDC are defined: the hermeneutic dimension, requiring the interpretation of AI outcomes with consideration of their limitations, and the axiological dimension, pointing to the ethically responsible application of technologies. It is substantiated that meta-digital skills allow overcoming barriers that hinder the establishment of partnership interaction between humans and AI in education. These barriers include: the inability to trace the logic of AI’s result generation, the disparity between human understanding of meaning and computational data processing, and the risks of losing critical thinking due to over-reliance on technology. The research defines the concept of a university student’s “educational subjectivity” and substantiates the principles of partnership interaction with AI: critical reflection on AI outcomes, dialogue with the system to clarify responses, consideration of the technology’s cultural limitations, and ethical responsibility for the choice to use it.
The novelty of the research lies in substantiating MDC as a means for the positive transformation of educational subjectivity, defining its hermeneutic and axiological dimensions, and, based on them, developing principles for partnership interaction with AI.
The practical significance is that the identified principles can form the basis for educational standards and pedagogical practices within the university educational space.
In the context of the rapid development of Generative Artificial Intelligence (GenAI), prompt engineering is becoming a key competence for effective interaction with large language models in educational settings. However, the lack of a unified understanding of its nature, structure, and assessment tools complicates its integration into educational practice.
The aim of this study is to systematize knowledge about prompt engineering as a key competence in education, identify its distinctive features, and explore approaches to its assessment.
The study is based on a scoping review of more than 60 sources, including peer-reviewed journal articles, international conference proceedings, technology company documentation, and other materials. The search was conducted in databases such as Google Scholar, ERIC, СyberLeninka, and others for the period 2020–2025. The findings reveal that prompt engineering is an interdisciplinary competence that integrates knowledge, skills, and attitudes required for effective interaction with GenAI. The paper describes key prompt engineering techniques (Zero-shot, Few-shot, Chain-of-Thought, Tree-of-Thought, ReAct, Self-Consistency, etc.) and systematizes them along two dimensions: the level of prior information and the type of logical structure used in prompt construction. The evolution of prompt engineering is analyzed based on international and Russian research and practices. An operational model of the competence is proposed, grounded in the Bloom–Anderson taxonomy, with differentiation across six cognitive levels (remember, understand, apply, analyze, evaluate, and create) and three dimen-
sions (knowledge, skills, attitudes).
Contemporary education is undergoing a paradoxical transformation: while professing allegiance to humanistic ideals, it systematically loses sight of the living person. This article explores the fundamental disconnect between the legally enshrined rhetoric of “human-centeredness” and the actual practices that reduce the individual to a statistical unit, a competence profile, or “human capital”. The author posits that this situation is not a temporary malfunction but a profound value shift. Tracing the tradition from Socratic dialogue to 20th-century personalism, the work reconstructs the genealogy of classical humanism. Its core has always been a “humanism of demand” – a respectful expectation of the subject’s capacity for effort, autonomy, and moral choice.
The study’s central thesis is the diagnosis of an anthropological inversion: the “subject of development” is being supplanted by the “human-as-condition”.
The article reveals the mechanisms of this substitution – the universalization of trauma and the absolutization of emotional experience – which, paradoxically, coalesce into a new form of unfreedom. It demonstrates how care devoid of demand leads to infantilization, and support without the expectation of effort results in depotentiation. However, the work is not limited to critique. It substantiates the necessity of synthesizing two modes of humanism: the “humanism of demand” and the “humanism of condition”. True inclusivity, the author argues, is achievable only by maintaining this tension, where the recognition of vulnerability is coupled with faith in a person’s capacity for transformation. The article outlines the contours of a “pedagogy of faith”: from revising the criteria for success and de-automatizing communication to rehabilitating the category of effort and restoring the student’s authorship of their own educational trajectory. Humanism without a subject proves to be not merely a theoretical dead end, but a challenge that demands a fundamental reassembly of the very ontology of education.
Knowledge of factors that have influenced career choices of current students may help higher education institutions plan and run effective admission campaigns to attract prospective students. In addition, this knowledge may be instrumental in didactic and experiential education delivered by faculty. Presently, many higher education institutions with pharmacy programs have difficulty filling in available seats. At the same time, the employers struggle to recruit pharmacists as there are significantly fewer professionals than the market needs. In the current study, we surveyed 1st–2nd and 5th year students (n = 219) of one pharmacy program to evaluate: 1) factors that motivated the choice of pharmacy education; 2) professional degrees beyond pharmacy that were also considered; 3) individuals who influenced the choice of pharmacy. Over half of study participants (60 %) reported also considering a medical degree, while 27 % considered only pharmacy. Over half of study participants (57 %) reported they chose pharmacy on their own, while 40 % and 10 % reported influence of parents and friends, respectively. In total, 20 % and 45% of respondents reported having family members with pharmacy and medical education, respectively. Among nineteen examined factors of influence to choose pharmacy measured via 5-point Likert scale (from 5 – “very important” to 1 – “not important”), the average score of 4.0 or above was found in the following six factors: 1) “opportunity to receive government-subsidized education free of charge”; 2) “a profession with high employer demand”; 3) “a profession with guaranteed financial stability”; 4) “a profession with versatile career perspectives”; 5) “a profession with job opportunities in any region of the country”; 6) “a profession with good work-life balance”. In addition, we identified statistically significantly lower scores for students in their 5th year compared to 1st and 2nd year students for two of the studied factors: “a career in healthcare” and “opportunities to do research”. These findings may be of value to pharmacy programs in higher education institutions across Russia.
In this article, the authors systematize the results of a study on the attitude of future teachers towards inclusive education, identify and describe the risks and resources within various typologies regarding changes related to inclusion.
The aim of the study is to develop a typology of students by the nature of their attitude to inclusive education and to identify differences between students studying at universities with different training models: individual educational trajectories and the traditional curriculum.
The empirical study was implemented using the author’s questionnaire (S. Ignatjeva), which was filled out by 323 students: 129 students of Tyumen State University and 194 students of Krasnoyarsk State Pedagogical University named after V.P. Astafiev. In order to classify respondents according to their attitude towards inclusive learning, in the second part of the questionnaire, respondents were asked to rate 22 indicators on a Likert scale, reflecting their opinion on the advantages and disadvantages of inclusive learning. The survey results were analyzed using factor and cluster analysis. 4 factors were identified in the students’ attitude to inclusion: the resources of inclusion, the risks of inclusion, the gap between inclusive theory and practice, and educational exclusion. Cluster analysis allowed us to identify three groups of students with different attitudes to inclusion. The resources for “idealists” can be their positive attitude and general positive attitude towards IO problems, and the risk is underestimating the difficulties. “Restrained optimists” risk overestimating the traditional approach to solving the problems of inclusive education, but they can be more effective due to a balanced position. “Pessimists” overemphasize the external conditions of inclusion and are afraid of the problems and difficulties caused by change. At the same time, they understand the resources of inclusion. The results obtained can be taken into account when designing educational programs at the university, allowing to take into account the wide heterogeneous context.
The article explores the possibility of retaining foreign university graduates in Russia, considering the countries they come from and their motivation for pursuing education in Russia. The theoretical foundation is based on the theory of social construction, examining Russia’s image abroad as an attractive destination.
The study aims to evaluate the relationship between the type of motivation for studying in Russia and the willingness of foreign graduates to stay and work in the country.
To achieve this, the following steps were taken: identification of key motivational factors for educational migration, based on the perception of Russia; analysis of factors influencing the choice of Russia and St. Petersburg as higher education destinations, taking into account the students’ countries of origin; assessment of the impact of external and internal motivational factors on the desire to remain in Russia after graduation. Research design: qualitative-quantitative. Empirical base: an online survey of international students from St. Petersburg universities (N = 436), 7 focus groups in 5 St. Petersburg universities (N=46). Methods of analysis: regression analysis, pairwise comparisons, qualitative analysis of focus group materials. Key findings. It is necessary a separating the two contours of educational migration – the “entry” factors and the “post-educational retention” factors. The image of Russia as a technologically advanced country influences graduates’ decisions to stay after completing their studies. The perception of Russia as a custodian of culture motivates applicants to choose the country but does not necessarily lead to the decision to stay and work there. This indicates an asymmetry in motivation: what attracts applicants does not always retain graduates. Future research directions include analyzing the link between Russia’s image as a guardian of traditional values and the motivation for international educational migration, as well as analyzing the language factor’s influence on the decision to stay in Russia.
ISSN 2072-0459 (Online)
