The article examines the development of personnel policy and human resource management (HRM) in Russian universities under the influence of the Project 5-100. Globalization has intensified the processes of universities corporatization and the spread of effective management practices. National academic excellence programs have contributed to strengthening the performance-based governance in universities all over the world. These factors had deeply influenced the transformation of HRM practices at universities. Russian studies in this field are shown as fragmented, focusing on narrow aspects, and not forming a holistic picture of the HRM system transformation in Russian universities. This work aims to describe a holistic case of personnel policy and HRM system development in one of the leading Russian universities – the National Research Nuclear University “MEPhI” (Moscow Engineering Physics Institute).
The research applied the method of semi-formalized interviews and covered 25 employees of MEPhI. Four interview guides were developed for different categories of employees (top management, middle management, academics, teachers), including more than 25 questions, focusing on employees’ perception of different components of the HRM system at the university. The study showed that the HRM system at MEPhI was significantly transformed under the influence of the Project 5-100: the personnel policy was formalized in high-level strategic documents; the processes of recruitment and selection of foreign employees have been rebuilt; the considerable increase in the number of foreign employees was reached; global partners began to play an important role; a comfortable environment for the implementation of initiatives was created and opportunities for professional development were provided. A significant part of these changes is connected, directly or indirectly, with the university’s participation in the Project 5-100. In general, this points to its positive impact on personnel policy and the HRM system at the university. The results obtained can be used as a basis for formulating recommendations for improving the personnel policy and HRM system in Russian universities as an important component of the management system as a whole.

The development of inclusive education progresses at different speeds across the world. In the Russian Federation inclusive education is developing primarily at the school level but one of the most crucial aspects of socialization is additional education, and in this regard the needs of children with special needs and disabilities remain an outstanding issue. A concept of the national monitoring of additional education for children with special needs and disabilities is proposed. The article presents the project of the toolkit for the national monitoring of entities engaged in additional educational activities for children with special needs and disabilities, which includes eight blocks: organizational structure of entities engaged in implementing additional educational programs for children in each constituent territory of the Russian Federation; implementation of additional educational programs for children with special needs and disabilities in entities with various subordination and organizational structures; material and technical support; staffing and professional training for specialists engaged in implementing additional educational programs for children with special needs and disabilities; information on ongoing additional educational programs for children with special needs and disabilities; typical obstacles which arise in the course of activities organized by entities engaged in implementing additional educational programs for children with special needs and disabilities; information resources and the system of inter-agency interaction in the course of the implementation of additional educational programs for children, including those with special needs and disabilities; financing of entities engaged in implementing additional educational programs for children. The presence/absence of a regional centre of additional education for children is going to be identified, as well as its official name, and the number of subordinate entities which implement additional educational programs in the corresponding Russian region in various areas: arts, sports, science, sociology and pedagogy, technical sciences, tourism and local history, intellectual games. The article could be of assistance for experts who study inclusion problems.

The article analyzes the results of the Scimago Institutions Rankings for the entire period of its existence and presents the detailed description of the rating methodology and necessary condition for the inclusion in the ranking list, i.e. the publication of more than 100 works by university stuff in the Scopus database. There has been an almost twofold increase in the number of universities in the ten-year ranking lists. The article illustrates the dynamics for a number of countries and analyzes the reasons for their shifts. The competition between China and the United States is demonstrated. It is noted how the adoption of political decisions, such as the “May decrees” in the Russian Federation or projects “211”, “985” in China increase the number of universities in the country participating in the ratings. Such countries as Vietnam, Iran, Indonesia succeeded in multiplying their positions in the university rankings. The article estimates the rate of growth in the number of publications for university in order to maintain its position in the scientometric rankings. The research conducts the analysis of the time required by the ranking agencies to implement and reflect the changes initiated by state competitiveness improvement programs.

In his Address to the Federal Assembly on January 15, 2020, the President of Russia set the task “to enable students after their second year to choose a new direction or program of study, including related professions”. Solving this problem requires transformation of the higher education system in Russia. Discussion has arisen in the educational community about the ways of this transformation. One of the possible options was the transfer of Russian education to the American Liberal Arts system. In order to verify the feasibility of using the Liberal Arts system for the training of engineers, a comparative study was carried out. As a result, it was concluded that proposals to replace the Russian system of higher education with the American Liberal Arts system for engineering education are not relevant, because the main basic goals and principles of building these systems coincide and the existing differences are due to the specifics of engineering activities.

The coronavirus pandemic in 2020, which has led to a massive and urgent transition to remote forms of learning, has drawn the attention of almost all of humanity to the issue of e-distance learning (EDL). The purpose of this article is to analyze the didactic aspects of the experience of using EDL methods and technological tools during a pandemic, to assess the potential positive and real negativity of this process, to develop recommendations on the rational use of modern virtual learning environments. The study is based on methods of systemic analysis, pedagogical psychology and didacticism, long-term experience of authors in the field of EDL.
The analysis of two main didactic approaches in the modern EDL was carried out: classes in a virtual classroom, most of which copy traditional methods of classroom learning, and predominantly independent cognitive activities of students in learning management systems using specially trained digital educational resources. It has been shown that much of the negative aspects of EDL during the coronavirus pandemic are due to attempts to implement rudiments of the usual classroom learning system with the help of innovative electronic technologies.
Recommendations have been made on the structure of the electronic distance course in modern learning management systems, which provide for the freedom to choose the time and place of study with them with the necessary regulation of the content and the learning process inherent in formal education institutions.
A number of positive aspects of EDL related to its quality, ever-widening application boundaries, educational potential and economic feasibility have been considered. The importance of properly assessing possible negative aspects of EDL is shown. The reason for which is not in electronic tools, but in didacticly incorrect methods of training with them. To create new teaching methods focused on innovative electronic tools, we need research of psychological and didactic aspects of EDL in the areas of student motivation, digital educational resources development, gamification, teacher training, etc.

In the article, on the basis of the culturological concept of the content of education as an adapted social experience, as well as the practice of its implementation in vocational training as purposeful and declared, the essence of its explicit, hidden and implicit components is differentiated for the first time. The leading role of the hidden content of education in the transmission of sociocultural values is revealed, which ensures the formation of the value-worldview characteristics of the personality of a competent graduate, capable of effective professional activity in the conditions of sociocultural transformations of the postindustrial era. The dynamic structure of the hidden education content is revealed, which includes communicative and subject components and which made it possible to determine the directions of its update by the sociocultural aspect. The update of the education content in the context of the growing role of the cultural factor in social development is realized through the sociocultural reflection of the transmitted social experience, for the development of which the diagnostic-forming methodology “My sociocultural values” has been developed. As a result of the update of the hidden education content by the sociocultural aspect, it is transformed into an implicit (updated hidden), which, while not being declared, but being adapted and purposeful in reflecting and translating sociocultural experience, improves the training of specialists in various directions and profiles, implements the leading principle of higher education.

During the period of the forced remote learning caused by the threat of the coronavirus infection spread, Russian university teachers, as well as their foreign colleagues, had to acquire quickly new skills in the field of information technologies and organization of classes exclusively in electronic mode. However, the changes in the structure of the teachers’ personality were not limited only to informational and methodological competences. The relevance of this research is to test the hypothesis about the emergence of a new type of teacher’s pedagogical culture, characterized by a special awareness of the humanistic and social role of a teacher in the course of e-learning. The aim is to study the content of a new type of pedagogical culture, as well as its structural components performed by the competences, the presence of which was actualized during the pandemic. The theoretical research methods (study and analysis of scientific publications on the teachers’ competences, especially in demand during the pandemic, synthesis, systematization, comparison, etc.) and empirical methods (conversation, questioning, observation) were used in the study. The conducted empirical research, as well as the analysis of domestic and foreign publications show that, despite a short-term nature of remote learning, the transformations in pedagogical culture have the character of a qualitative leap and are global in nature, as they have affected the teachers in all countries. This allows us to declare the emergence of a new type of pedagogical culture, namely the “electronic” pedagogical culture of a higher school teacher, which is a natural result of the development of “basic” culture and is characterized by a change in priorities in the structure and in the content of its constituent blocks of competences. The article compares real changes in the structure of a teacher’s personality with forecasts regarding the “competences of the future”, as well as with the “information pedagogical culture”, which is believed to have arisen in the process of information technologies penetration into the educational process. The scientific novelty of the research consists in substantiating the possibility of transforming the “basic” pedagogical culture of the teacher under the influence of external and internal factors. In theoretical terms, the study expands the scientific understanding of the essence of the teacher’s pedagogical culture, the patterns of its development and transformation, as well as its competence-based structural organization.

Considering the rich experience of using multimedia presentations as a teaching tool in higher education, in order to introduce new approaches and develop a methodology, there is a need to identify the strengths and weaknesses of existing practices, in particular to identify the emotional attitude of university students to existing lectures and presentations in the educational process and determine relevant opportunities to improve the practice of using interactive and visual educational tools.
The empirical basis of the study was the results of a survey of students of 2–4 undergraduate courses at the Moscow State Institute of International Relations (University) of the Russian Ministry of Foreign Affairs in the 2019–2020 academic year. The survey involved 404 respondents. To process the obtained data, we used the Google Forms and Microsoft Office Excel programs, general scientific methods (comparison, generalization), statistical analysis methods, as well as content analysis.
The empirical study showed a high level of student satisfaction with the volume and effectiveness of multimedia presentations used in the educational process, and also confirmed the theoretical ideas about the advantages and limitations of linear form presentations that dominate in the educational environment. Critical remarks included design errors, oversaturation of visual material, activity out of sync, and flaws in speaker behavior. Among the new techniques for working with presentation materials, photographing slides was noted. An important observation was the students’ request for self-sufficient visual materials of lectures and access to them.
Prospects and opportunities for transforming familiar lectures and the learning environment as a whole were identified taking into account the existing experience of presentations at the university; ways of solving the problems with students’ perception and acquisition of material are proposed and specific recommendations are given for organizing a wide range of classes with visual and interactive components, today these are, first of all, remote online courses (MOOC, e-learning) and new forms of organization classroom activities (“flipped classroom”).

The study of the role of emotions in education has already established traditions. The relevance of studying emotions in the electronic educational space stems from the expansion of distance education both in Russia and in other countries. System analysis allows us to identify many functions that emotions perform in learning, which include: motivational, meaning-formative, regulatory, communicative, directing, activating, the function of increasing creative potential, integrative, socializing, goal-setting. The retransmission of emotions in the electronic educational space has its own characteristics. Text information plays an important role in e-education. Therefore, the linguistics of emotions, discursive emotions and forms of verbalization of emotiongenic information are of great importance. The concepts of “emotional design” are of methodological importance for the study of emotions in the electronic educational space. The study revealed the different significance of cognitive and transactional emotiongenic factors of electronic space design for students. The most important cognitive emotiongenic factors were named: brightness and accessibility of visual signs, traditions and “customs”, feedback, reliability of the electronic system. The most significant transactional emotiongenic factors were: social communication, visualization, individualization in the design of the site, retransmission of values through the electronic educational space. The significance of emotiongenic factors differs on ZOOM, MOODLE, and LMS. The study of emotions when working in the electronic space allows us to identify areas of University information educational environment development.

Computerization, digitalization, and robotization are the bright signs of modern life. In this regard, a long-standing scientific problem of artificial intelligence has now acquired a new sound and a variety of applied aspects. The higher education system has also become involved in the information technology orbit. Using the example of Voronezh State University, two main areas of informatization and computerization are revealed: first, the scientific development of artificial intelligence problems by university scientists and the use of artificial intelligence technologies for research, and, second, training of modern specialists in the field of IT technologies in specialized faculties and the expansion of the digital competence among the graduates of other training areas and specialties. The article discusses the need for students’ comprehensive acquaintance with this area of modern scientific knowledge which includes the capabilities of artificial intelligence technologies and its limitations as well.

In the modern conditions of the massive impact on the consciousness of the young generation of multidirectional social factors and influences, the development of moral immunity among students becomes of increased importance. The article notes insufficient development of this problem in modern psychological and pedagogical science. The authors offer their own approach to the interpretation of the concept of “moral immunity” as a special personal neoformation that performs the functions of providing psychological resistance to negative factors that can disrupt the normal course of development and socialization of an individual, as well as creating the basis for the formation of a stable moral position in relation to other people and oneself. In the structure of moral immunity, the value, sensory and moral components are distinguished. Based on the material of an empirical study of students with different professional orientation, it is shown that the last two components are characterized by a certain mismatch of their manifestations. The article reveals some areas of work with students that ensure the development of their moral immunity in the educational environment of the university.

The article implements an attempt to present the success of older workers in the conditions of the sporting paradigm and the formation of eco-thinking in organizations. The reasons for rethinking the prolonged working capacity of age workers as a “new normal” are shown. The article dwells on the features of teaching employment in higher education and makes the case for forming environmental conditions in universities to retain key professors and associate professors so that they can continue their creative work. The authors give characteristics of successful, healthy, active and productive ageing and suggest the measures that help to slow down the premature ageing of personnel.

Educational migration largely determines the dynamics and nature of the country’s economic development and is viewed as a factor in increasing the country’s competitiveness and building up human capital. In this context, an increasing problem for Kazakhstan is the regulation of educational migration in the context of fierce competition in the international market of educational services.
A review of publications showed that the issues of regulating educational migration from Kazakhstan are not widely covered in scientific discourse. There are practically no scientific works on the political and legal aspects of youth migration. But even if there are such publications, then, as a rule, they are devoted to the analysis of youth migration in Central Asia in general. The relevance of the study is determined by the gradual expansion of educational contacts of Kazakhstan with other countries and the need to identify the competitive advantages of foreign educational systems over the national higher education system of Kazakhstan.
The purpose of the article is to consider the main motives, causes and consequences of educational migration from Kazakhstan, to analyze the activities of the authorities and ways of regulating youth migration, develop new effective methods for regulating external migration processes and provide recommendations on minimizing the risks associated with the outflow of young people from the country.
In order to identify the main trends and development of educational migration from Kazakhstan, the study was carried out on the basis of collecting information through a questionnaire, as well as its detailed processing and content analysis. Kazakhstani students studying in Russia took part in the survey. The sample consisted of 183 people.
As a result of the study, the main reasons for the dynamic growth of educational migration from Kazakhstan were identified, such as the high quality of education abroad, the availability of education in Russian universities, comfortable learning and living conditions for Kazakhstanis, etc. Recommendations for authorities on regulating educational migration that can be used by other countries facing the problem of the outflow of youth abroad in order to receive education. The results of this work can be useful to scientists and teachers engaged in research on various aspects of educational migration in Kazakhstan.