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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In March 2024, researches of the Institute of Education visited leading universities in Beijing, China, to strengthen established ties and deepen research cooperation. As part of their visit, scholars shared their research results and gave guest lectures.
April 05
Doctoral programs across the globe face a myriad of challenges, and one particularly intricate puzzle involves the diverse landscape of their student body. This diversity spans across dimensions like age, socioeconomic background, motivation, and career aspirations, injecting a rich tapestry of perspectives into the academic realm. Despite these shifts, doctoral programs often find themselves grappling with the task of adapting swiftly to this evolving environment. In their study, Natalia Maloshonok and Saule Bekova delve into the fascinating concept of 'departmental climate' to unravel how Russian university doctoral students perceive their academic surroundings.
March 12


  • 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

    Yerofeyeva V., Wang P., Yang Y. et al.

    Shimmering emerging adulthood: in search of the invariant IDEA model for collectivistic countries

    Emerging adulthood is the youth trajectory characterized by self-focus, identity exploration, feeling between adolescence and adulthood, instability, and experimentation. This trajectory was first identified in industrialized individualistic countries with gender equality and technological progress. To measure transition to adulthood, the Inventory of the Dimensions of Emerging Adulthood (IDEA) was created. Although emerging adulthood is considered universal, adaptations of the questionnaire across the 12 countries show different patterns, and its cross-cultural invariance has been underinvestigated. This study tests IDEA in three collectivistic countries – Armenia, China, and Russia. The sample consisted of 868 students (total male – 152, total female – 716) aged 18 to 29 years old. We tested the questionnaire separately in the three countries to check that this model fits, but we failed to prove it. After that we used a factor-analytic approach to find a common version for the three countries. We got a five-factor correlated model in accordance with the theory, but it was reduced from 31 items to 21, and three items moved to other factors. Finally, we provided measurement invariance and reached configural level. To test the narrower facets of factors we used multi-group alignment and found that variances in six parameters differ, mainly in Instability. Despite the difference in the questionnaire items, we proposed a common model for three countries that we called questionnaire IDEA-collectivistic countries (IDEA-CC).

    Frontiers in Psychology. 2024. No. 15.

  • 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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