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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While the global tide swayed toward an expansion in doctoral education, Russia found itself swimming against the current, experiencing a dip in enrollments from 2010 to 2019. However, the year 2020 witnessed an unexpected change of fortunes, with an 11% uptick in admissions year-on-year. This curious scenario unfolded in the throes of a global pandemic that had wrought havoc on higher education systems.

IOE’s Natalia Maloshonok, Svetlana Zhuchkova, Saule Bekova, and Evgeniy Terentev have set off on a quest to unveil the forces that have led to the surge in doctoral enrollments in Russia amid the pandemic, and the potential consequences looming on the horizon.
January 17


  • Digital Economy: 2024: Pocket Data Book

    This pocket data book shows the main indicators characterizing gross domestic expenditures on the development of digital technologies, the involvement of the population and business in the digitalization processes, human resources, infrastructure and activities of organizations in the ICT sector.
    The data book includes information from Russian Federal State Statistics Service (Rosstat), Ministry of Digital Development, Communications and Mass Media of the Russian Federation, Russian Central Bank (Bank of Russia), 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), etc., as well as the developments of the HSE Institute for Statistical Studies and Economics of Knowledge.
    In some cases, data on certain indicators clarify previously published ones.

    M.: National Research University Higher School of Economics, 2024.

  • Article

    Maloshonok N., Bekova S.

    Same programme, different experience: Does the perception of departmental climate in doctoral programmes vary among different students?

    Doctoral programmes worldwide are facing numerous challenges. Among these challenges is the diversification of the student body in aspects such as age, socioeconomic background, motivation, and career aspirations. However, these programmes often struggle to respond adequately and promptly to these changes. In this article, we employ the concept of a ‘departmental climate’ to investigate how doctoral students at Russian universities perceive their envir-onment. The data collected at nine Russian universities (n = 1097) were utilised. Our findings reveal that students whose job is related to doctoral study and those whose job is driven by academic career goals generally perceive the departmental climate more positively. We assume that Russian doctoral programmes are more oriented towards these students and provide them with more support than other students. Our results underscore the need for doctoral pro-grammes to evolve to accommodate a diverse range of student needs, ultimately enhancing the effectiveness and inclusivity of doctoral education.

    Innovations in Education and Teaching International. 2024.

  • Book chapter

    Andreeva A., Koroleva D., Kosaretsky S. et al.

    Pandemic Lessons: Story of Cooperation and Competition in Russian Education

    This chapter examines how main actors such as policymakers, school teams, and Edtech companies faced the pandemic challenges and whether they cooperated with each other. The analysis demonstrates that while before COVID-19, Russian schools and Edtechs rarely cooperated with each other, the partnership developed in response to the necessity of an emergency transition to distance learning. The government attempted to establish a nationwide infrastructure for distance learning and the vetting of educational content during the initial stages of the pandemic, however, this strategy was not implemented. Since the government did not immediately react to the situation, schools were forced to cope with the transition themselves. EdTech helped students, teachers, and regions deal with the crisis. After the pandemic, EdTech companies found themselves in a situation of increased government regulation, to which they reacted differently: some companies preferred to focus on B2C formats, while others responded with investments in the B2G sector. The school-Edtech partnership might be one of the most far-reaching positive changes of the pandemic for education, but our analysis shows this lesson has rather not been learned.

    In bk.: Schools and Society During the COVID-19 Pandemic: How Education Systems Changed and the Road Ahead. Switzerland: Springer, 2024. Ch. 9. P. 169-192.

  • Working paper

    Валединский П. И., Ivaniushina V. A., Alexandrov D. A. et al.

    Factors Influencing Adolescent Alcohol Consumption: Parents And Depression

    Alcohol use is a common form of risky consumption among adolescents. Little research has been carried out on the influence of such factors as parental control, relationships with parents, and teenage feelings of depression on the frequency of alcohol consumption among adolescents in Russia. In this paper, structural models were developed to describe the influence of these factors on adolescent alcohol consumption and the relationship between the factors. Alcohol consumption in adolescents is represented in the work in two ways: casual alcohol use and binge drinking (the consumption of four or more servings of alcohol at a time). The respondents were students at vocational schools who participated in a longitudinal project to study the risky behavior of adolescents in St. Petersburg. Four waves of the survey were used: 1, 5, 6 & 7. According to the results, the strongest direct negative effect on alcohol consumption is caused by parental monitoring. However, the direct influence of monitoring on adolescent alcohol consumption was significant in Wave 1. But in Wave 6, this influence was insignificant, which can partially be explained by the age of the respondents, most of whom were already adults at the moment of completing the questionnaire in Wave 6. Regarding the relationship with parents, no direct influence on alcohol consumption was detected—only an indirect effect mediated by parental monitoring. The positive correlation between the relationship with parents and the level of monitoring was significant in Waves 1 and 7. The level of depression in adolescents was a significant predictor of drinking behavior only in the model describing alcohol consumption as the frequency of casual drinking. In the models describing binge drinking, this relationship was insignificant. In all models, there was a stable negative relationship between the relationship with parents and depression in adolescents.

    Sociology. SOC. Высшая школа экономики, 2023. No. 101.

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