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

From 23 to 28 June 2024, the delegation of HSE University made a number of visits to leading universities in China. During the visit, representatives of the Institute of Education — Maxim Nikitin and Svetlana Zhuchkova — shared current results and ideas of the strategic project "Success and Self-Sustainability of the Individual in a Changing World" and exchanged proposals for cooperation in future research and projects.
July 11
A recent study by Dr. Radomir Ray Mitic, a 2019 recipient of an IOE SemyonovAward fellowship in higher education research, delves into the intricate dynamics shaping study abroad decisions among first-generation U.S. college students. The research offers compelling insights into the pivotal role of family cultural capital. Leveraging data from the Educational Longitudinal Survey (ELS: 2002), Dr. Mitic analyzes precollege and college-related factors influencing students' propensity to engage in international educational experiences.
June 15
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

Publications

  • Science. Technology. Innovation: 2024 : Pocket Data Book

    This pocket data book contains main S&T and innovation indicators for the Russian Federation. The publication includes the most recent statistical data on R&D input and output, as well as international comparisons. The data book includes information of the Russian Federal State Statistics Service (Rosstat), Ministry of Science and Higher Education of the Russian Federation, Russian Federal Service for Intellectual Property (Rospatent), Organisation for Economic Co-operation and Development (OECD), European Statistical Office (Eurostat), UNESCO, World Intellectual Property Organisation (WIPO), national statistical offices of other countries, and results of methodological and analytical studies of the HSE Institute for Statistical Studies and Economics of Knowledge. In some cases, 2022 data are preliminary.

    National Research University Higher School of Economics, 2024.

  • Article

    Jaffar M., Jogezai N., Abdul Latiff A. R. et al.

    University teachers at the crossroads: unpacking their intentions toward ChatGPT's instructional use

    The objective of this study was to elucidate the intentions of university teachers regarding the utilization of ChatGPT for instructional purposes. In this cross-sectional quantitative research, data were collected through an online survey tool from 493 university teachers across Pakistan.The findings revealed that positive attitudes and a sense of perceived behavioral control had a positive impact on teachers' adoption of ChatGPT for instructional purposes. Conversely, subjective norms exhibited a significant negative influence. The results underscore that teachers are inclined to embrace ChatGPT for instructional cause due to their recognition of its educational utility. However, it does not appear that their social environment, which includes their coworkers and managers, has a significant impact on how they decide what to do. The findings bear implications for devising relevant policies that support AI integration in curricula and assessments and teachers’ professional development (PD) programs. There is a need for formulating guidelines at the universities and the policy tiers to make the ChatGPT use more relevant. Future research should strive to generate insights toward AI use in the areas of curriculum, assessment and teachers’ PD. The study adds to the relatively new literature on the integration of ChatGPT in higher education. This study’s findings contribute to the body of knowledge related to AI’s pedagogical use and set future directions to consider factors influencing meaningful and responsible use of AI in teaching and learning.

    Journal of Applied Research in Higher Education. 2024.

  • Book chapter

    Kosaretsky S.

    Equality and Inclusion in Russian Secondary Education: Post-Soviet Policy Analysis

    This chapter is devoted to the analysis of the design and implementation of the state policy of the Russian Federation in the field of inclusion and equity in education over the past 30 years (i.e., the post-Soviet period) in secondary education. The analysis covers legislation, conceptual policy documents, and programs at the national level. We discuss how the principles of inclusiveness and equity in education are institutionalised in the state regulation system. We considered which categories of children were identified as groups at risk of limited access to educational resources and educational exclusion and became target support groups. We demonstrate in which areas success has been achieved and how the limitations of a policy’s effec-tiveness relate to overall progress in institutional reforms. The presented case may be interesting to other countries, especially countries in transition facing a growing wealth gap, rising poverty, and migration processes.

    In bk.: Inclusive education in the Russian Federation: Scoping International and Local Relevance. Springer, 2024. Ch. 3. P. 29-53.

  • Working paper

    Mikhaylova O.

    Mapping Sociology of Mental Health and Illness Articles in American Sociological Review

    Using two samples of research articles published between 1936 and 2024, I map the topic structure of the sociology of mental health and illness in the American Sociological Review (ASR) journal. One sample has 116 articles on the sociology of mental health and illnesses, and the other contains 13,645 papers published across all topics since the journal’s founding. To achieve this, I used word co-occurrence networks with several other Bibliometrix package modules to investigate four study questions: 1. What percentage of articles included in ASR are from the sociology of mental health and illness, and has this percentage evolved over time? 2. Out of all journal articles, how often is this kind of research cited? 3. What fields of research does the sociology of mental health and illness cover now? 4. How has the scientific discourse on the sociology of mental health and illness changed over time? The results of this study show that, despite making up a tiny percentage of publications, the share of journal articles on mental health and illness in ASR began to increase yearly in 1999. Additionally, the sociology of mental health and illness publications frequently receive more citations than conventional journal articles. In conclusion, until 2015, articles on social ties had a significant impact on the corpus of papers on the sociology of mental health and illness in the journal; articles on families, however, were cited almost continuously over time, and starting in 2016, articles on race began to have an impact.

    OSF, 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