Institute of Education

Research & Expertise to Make a Difference in Education & Beyond

Established in 2012, the Institute of Education (IOE) is one of the key R&D units at the National Research University Higher School of Economics, the leader of the QS Rankins in Education Russia.

At IOE, we research, train, and network to craft a better world through better education. Our supreme commitment is to contribute to robust, evidence-centric policy and practice so everyone benefits from positive change in education and development.

We boast world-class expertise brought by 250+ research and teaching faculty, including academics of international renown, who have diverse backgrounds and are into various scholarly strands.

Our R&D portfolio comprises a vast range of projects—including high-caliber partnerships with QS top-rank institutions and global policy powerhouses—that cut across educational realms.

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News

In an era where the demand for innovative educational strategies is paramount, the effectiveness of teaching methods in fostering student learning has come under scrutiny. A recent study by Evgeniy Terentev, Irina Shcheglova, Denis Federiakin, Yuliya Koreshnikova, and Jamie Costley delves into the contrasting realms of active and passive teaching approaches within the context of economics and management education at a leading Russian university. By examining how these teaching methodologies influence student performance across various cognitive levels, the authors aim to shed light on the vital role of instructional practices in preparing students for success in an increasingly complex and competitive knowledge economy.
October 29
As its central theme, the conference focused on finding a balance between upholding high academic standards at universities and promoting the well-being of both students and faculty. The first plenary session examined the phenomenon of student families, with conference participants discussing how these families fit into the broader demographic context and proposing measures to support them.
October 25
In the wake of the COVID-19 pandemic, the landscape of educational leadership has been irrevocably altered. School principals, once predominantly focused on political maneuvering within the educational sphere, have had to swiftly adapt to a new set of challenges and priorities.

In this study, Nazir Ahmed Jogezai and Fozia Ahmed Baloch explore the transformative journey of school leaders during and after the pandemic, highlighting how their leadership styles have evolved from a primarily political frame to a blend of symbolic and political approaches.
September 06

Publications

  • Digital Economy: 2025 : Pocket Data Book

    This pocket data book contains the main indicators about the digital economy development.

    The data book includes information of the Russian Federal State Statistics Service (Rosstat), Ministry of Digital Development, Communications and Mass Media of the Russian Federation, European Statistical Office (Eurostat), Organisation for Economic Co-operation and Development (OECD), International Telecommunication Union (ITU), United Nations Conference on Trade and Development (UNCTAD), UN Department of Economic and Social Affairs, World Intellectual Property Organization (WIPO), and results of methodological and analytical studies of the HSE Institute for Statistical Studies and Economics of Knowledge.

    In some cases, the presented data specify those published earlier.

    M.: HSE, 2025.

  • Article

    Sorokin P. S., Мироненко И. А., Журавлев А. Л.

    Boris Parygin’ Personality Social Psychology

    International literature on the history of Russian psychology is largely limited to the development of Activity theory and cultural-historical theory. This paper aims to go beyond these limits by introducing a figure little known for an international audience, Boris Parygin, who emerged in the 1960-s with his “grand” project for the development of Russian social psychology, significantly different from the Soviet psychology “mainstream”, stemming from Vygotsky, Luria and Alexei Nikolaevich Leontiev. We demonstrate that Parygin's works belong to a theoretical and methodological tradition of social and humanitarian scholarship that had been developing in Russia since 1870s. This was a broad and inter-disciplinary stream of theoretical and methodological developments, including authors like Berdyaev, Mikhailovsky, etc., that embraced various disciplines (primarily, psychology, sociology and philosophy).

    Despite the fact that Parygin’s project did not receive substantial support from the soviet academic community, his ideas concerning personality and emphasis on the importance of individual choice and self-determined activity mediating the impact of social surroundings, have become relevant in the context of current discussions in the international science about individual agency, including debates concerning the transformative potential of the individual upon the social structure under conditions of “morphogenetic society” (M.Archer) or “neo-structuration” (P. Sorokin).

    Journal of the History of the Behavioral Sciences. 2024.

  • Book chapter

    Lysova-Golomzina E., Kapuza A.

    VALIDATION OF THRESHOLD CONCEPTS IN CASE OF SOCIAL SCIENCE AT MIDDLE SCHOOL USING CONCEPT MAPS

    In bk.: 16th International Conference on Education and New Learning Technologies, Palma, Spain. 1-3 July, 2024. EDULEARN24 Proceedings. IATED, 2024. P. 2290-2295.

  • Working paper

    Kardanova E., Ivanova A., Tarasova K. et al.

    A Novel Psychometrics-Based Approach to Developing Professional Competency Benchmark for Large Language Models

    The era of large language models (LLM) raises questions not only about how to train models, but also about how to evaluate them. Despite numerous existing benchmarks, insufficient attention is often given to creating assessments that test LLMs in a valid and reliable manner. To address this challenge, we accommodate the Evidence-centered design (ECD) methodology and propose a comprehensive approach to benchmark development based on rigorous psychometric principles. In this paper, we have made the first attempt to illustrate this approach by creating a new benchmark in the field of pedagogy and education, highlighting the limitations of existing benchmark development approach and taking into account the development of LLMs. We conclude that a new approach to benchmarking is required to match the growing complexity of AI applications in the educational context. We construct a novel benchmark guided by the Bloom's taxonomy and rigorously designed by a consortium of education experts trained in test development. Thus the current benchmark provides an academically robust and practical assessment tool tailored for LLMs, rather than human participants. Tested empirically on the GPT model in the Russian language, it evaluates model performance across varied task complexities, revealing critical gaps in current LLM capabilities. Our results indicate that while generative AI tools hold significant promise for education - potentially supporting tasks such as personalized tutoring, real-time feedback, and multilingual learning - their reliability as autonomous teachers' assistants right now remain rather limited, particularly in tasks requiring deeper cognitive engagement.

    Computation and Language (cs.CL); Artificial Intelligence (cs.AI). cs.CL. arXiv, 2024

All publications

Contacts

Email us: ioe_hse@hse.ru
  • Underground Stations: Lubyanka, Turgenevskaya, Chistye Prudy, Sretenskiy Bulvar.

Office of IOE Director Evgeniy Terentev:

+7 (495) 623-52-49.

Graduate School of Education:

Tel: +7 (985) 386 6349, 8 (499) 877 5471

Media & Communications Office:

Albert Istomin
tel: + 7 (495) 772 9590, ext. 22839