Institute of Education

Publications

• Book

  GenAIED: Cultural and Pedagogical Catalysts in Higher Education

  This volume explores how generative artificial intelligence is reshaping universities worldwide. Rather than focusing only on the technology, it shows how Artificial Intelligence (AI) is changing how students learn, teachers teach, and institutions operate, while also being shaped by cultural values, educational traditions, and social expectations.

  Bringing together international case studies from regions including Europe, the Middle East, East Asia, and the Global South, the book presents empirical evidence of AI integration across fields, from design studios in China to large-scale chatbot deployment in UK classrooms and creativity studies in Egypt and Iraq. These cases highlight both opportunities, such as personalised learning and increased engagement, and challenges, including academic integrity, inequality, and ethical concerns. It introduces new ways of understanding AI not just as a tool, but as part of the everyday infrastructure of higher education. Across disciplines ranging from business and programming to architecture and the creative arts, it shows how thoughtful design and cultural awareness are essential for effective use of AI.

  Accessible and forward-looking, this volume offers educators and policymakers a timely guide to the future of global higher education in the age of AI. It will also be of interest to researchers in education, digital humanities, and the social studies of technology.

  L.: Routledge, 2026.

• Article

  Ulgen H.

  Peer networks as epistemic infrastructure: Rethinking social support among Turkish students in Russian-medium higher education

  This study reports a secondary analysis of phenomenologically informed, semistructured interviews with 15 Turkish undergraduate and graduate students at three universities in Moscow and examines how peer networks function beyond emotional buffering to support academic engagement and institutional navigation in Russian–medium higher education. Drawing on social support theory, communities of practice, and community cultural wealth perspectives, reflexive thematic analysis was used to develop three themes: emotional buffering, through which peer networks provided psychological protection and cultural continuity; epistemic infrastructure, through which peers mediated access to disciplinary knowledge, institutional expectations, and academic survival strategies; and cumulative institutional literacy, through which students moved from reactive coping to proactive navigation and transmitted navigational capital across cohorts. The findings extend the dominant social support literature by developing the concept of epistemic infrastructure—peer networks in linguistically demanding academic environments operating not only as psychological buffers but also as structured channels through which institutional knowledge is generated, distributed, and transmitted across student cohorts.

  Journal of International Students. 2026. Vol. 16. No. 17. P. 283-312.

• Book chapter

  Zagranichny A., Koroleva D., Дашкина И. Р.

  Hofstede's Cultural Dimensions and the Choice of AI Regulatory Approaches by University Staff

  Быстрая интеграция искусственного интеллекта (ИИ) в высшее образование усилила потребность в нормативно-правовых рамках, которые уравновешивают инновации и снижение рисков. В данной главе исследуются регуляторные предпочтения сотрудников высших учебных заведений в отношении ИИ. Анализ основывается на рамке культурных измерений Хофстеде для изучения того, как индивидуальные культурные ориентации влияют на отношение к регулированию ИИ. Эмпирическая выборка включает 363 сотрудника высших учебных заведений из 37 регионов Российской Федерации. Данные были собраны с помощью опроса. Результаты показывают, что дистанция власти связана с поддержкой более строгих регуляторных мер, включая формализованные правила и возможные запреты на использование ИИ. Избегание неопределённости коррелирует с предпочтением централизованного, основанного на правилах управления, направленного на снижение технологической неопределённости. Коллективизм связан с поддержкой регуляторных подходов, делающих акцент на коллективном принятии решений, а не на индивидуальном усмотрении. Дескриптивный анализ указывает на умеренные уровни дистанции власти и коллективизма, относительно низкое избегание неопределённости и относительно высокую долгосрочную ориентацию. В целом, респонденты склонны поддерживать разработку чётких и централизованных правил использования ИИ в высшем образовании, демонстрируя при этом готовность вкладывать усилия в изучение и внедрение технологий ИИ. Полученные результаты подчёркивают важность понимания культурных особенностей при внедрении технологий ИИ в образование. Они также дают практические ориентиры для разработчиков образовательной политики, администраторов университетов и других ключевых участников образовательного процесса. Кроме того, исследование открывает возможности для будущих межкультурных исследований по управлению ИИ в высшем образовании.

  In bk.: GenAIED: Cultural and Pedagogical Catalysts in Higher Education. L.: Routledge, 2026. Ch. 12.

• Working paper

  Antipkina I., Ivanov A., Guzhelya D.

  Explicit continuum scale format reduces the ceiling effect in self-report questionnaires comparing to Likert response format

  This study presents a methodology for developing a new questionnaire format called explicit continuum scenario scales, in the example of a client focus questionnaire. Elements of the Rasch Guttman scenario scale methodology were used in its development. In three consequent studies, different aspects of the scale functioning were investigated. In Study 1, on the sample of 100 respondents, it was shown that the explicit continuum scale produces reliable results and helps avoid the ceiling effect shown in the Likert response format version of the client focus questionnaire. In Study 2, the scale was administered in a competition environment, in a sample of 735 people. Despite the positive shift of scores, the instrument shows excellent psychometric characteristics and still resists the ceiling effect. In Study 3, new items were included, and the scale was presented in an interactive format. In the sample of 65,000 university students, it demonstrated the robustness of its psychometrics characteristics including dimensionality. The results of the three studies show that the explicit continuum format has the advantage of the stable dimensionality similar to the expanded format and is promising for measurement in social sciences.

  Basic research program. WP BRP. National Research University Higher School of Economics, 2024