International Laboratory for Evaluation of Practices and Innovations in Education


Promoting an evidence-based approach to the use of EdTech in education and researching the digital divide



the effectiveness of educational innovations and practices


student and teacher engagement with educational technologies


patterns of EdTech usage through digital traces


international think tanks and scholars in the evaluation of educational innovations

Topic Map of Our Studies

Areas of Expertise


    business companies, schools, and organizations on issues


    the effectiveness of educational interventions on the learning experience of students on online platforms


    full-cycle research: goal setting, design, measurement instrument development, data collection and processing 

    Find more about our lab in the presentation

Research Projects

Implementation, Usage and Perception of Digital Technologies in Schools

We analysed the dynamics of digital inequality in Russia during educational reforms aimed to improve the quality and equity of education system, as well as during the COVID-19 pandemic-related transition to distance learning. We studied teacher practices related to the use of digital technologies, and looked into the relationships between these practices and the characteristics of teachers and schools. Finally, we made an assessment of teacher burnout and teachers’ technology-related stress during and after the COVID-19 pandemic. 

The Case of New Moscow: A Natural Experiment

We assessed the effect of the ‘Stolichnoye obrazovanie’ (‘Education in the capital) programme on ‘New Moscow’ students’ academic achievement and their access to educational resources. We also performed an analysis of the collateral factors affecting academic achievement and the scope of resources (inputs and infrastructure) available to schools. As a result, we proposed recommendations aimed at reducing educational inequality in Russia.

Factors and Barriers of Digital Technology Use in Schools

In this project, we studied the factors that determine how primary school teachers react to the implementation of digital technologies in schools and how they actually use them. We investigated the relationships between teachers’ behaviours towards the use of digital technologies and their characteristics, and complemented this analysis with a study of the effects of school environments on teachers’ use of such technologies. We also identified the mechanisms and factors behind the teachers’ behaviours.

Commercial Projects

Measuring Student Engagement on Digital Educational Platforms

Together with the educational platform, we conducted a comprehensive study of approaches to the assessment and measurement of student engagement with digital educational platforms for children. We developed an experimental design (RCT) which can be used to assess the effectiveness of various mechanics for student engagement.

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Involvement in Educational Programmes

Evidence-based Education Development / Data Analysis in Education)

In this programme, students learn how to develop informed solutions related to educational policy, business, and science based on data and the latest theories. Students gain an understanding of the economics of educational products and management principles.

2 years, Full-time programme (in Russian)

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EdTech Practices

In this course, students are introduced to the practical aspects of EdTech research and the foundations of online educational experiences.

Elective course for HSE students

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Science of Learning and Assessment / Quasi-Experimental Research in Education

This programme is aimed at developing assessment instruments that take into account individual personality features.

2 years, Full-time programme

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Graduate School of Education / Methods of experimental studies in education

We conduct practical and fundamental research into education based on an interdisciplinary approach.

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Our Team

Laboratory Head

Evgeniy Terentev

International Laboratory of Research and Design In E-learning: Senior Researcher

Research Staff

Anastasia Kapuza

Self-regulated learning, methodology for analysing and using digital traces

Kseniya Adamovich

Using AI and ML-based tools in education research, learning patterns in online environments

Jamie Costley

Instructional design in online environments, collaborative learning

Anna Gorbunova

Instructional design, cognitive load, problem-oriented learning

Galina Shulgina

Computer-supported collaborative learning, providing feedback in online learning

Гетман Александра Витальевна

Engagement, learning analytics, instructional design in online learning

Maxim Boitcov

Self-regulated learning, methodology for analysing and using digital traces

Han Zhang

Computer-supported collaborative learning, providing feedback in online learning

Anastasiia Guliaeva

Learning engagement, DGBL


  • Book

    Higher Education in Federal Countries: A Comparative Study

    Higher Education in Federal Countries: A Comparative Study is a unique study of higher education in nine federal countries—the United States, Canada, Australia, Germany, Mexico, Brazil, Russia, China and India. In this book, leading international scholars discuss the role of federalism and how it shapes higher education in major nation-state actors on the world stage. The editors develop an overarching comparative analysis of the dynamics of central and regional power in higher education, and the national case studies explain how each federal and federal-like higher education system has evolved and how it functions in what are highly varied contexts.  

    The book makes a major contribution to higher education studies and defines a new field of comparative analysis. It also provides important insights into comparative governance and the study of federalism and federal arrangements, with their particular historical, political, legal and economic dimensions.

    L.: Sage, 2018.

  • Article

    Shulgina G., Costley J., Щеглова И. А. et al.

    Online peer editing: the influence of comments, tracked changes and perception of participation on students’ writing performance

    While peer-editing is considered an important part of developing students’ academic writing, questions remain about how different types of peer-editing affect subsequent student performance. The present study looked at a group of university students (N = 149) engaged in peer editing of one another’s essays in an online security studies course. The analysis was conducted from two perspectives: feedback givers and feedback receivers. More specifically, the relationships between the giving of comments and tracking changes in peer’s work and writing score on essays were explored. The results showed that there was a positive correlation between the total number of received comments and the student's writing score, whereas there was no correlation for the number of tracked changes (neither words deleted, nor words added). Surprisingly, students who assume that peers provide high quality tracked changes demonstrate worse writing performance. This research shows the importance of nuance in understanding peer editing types and their influence on students’ performance, as well as highlighting potential complexities of the interplay between students’ collaborative activities, their performance, and their attitudes.

    Smart Learning Environments. 2024. Vol. 11. P. 30-30.

  • Book chapter

    Terentev E., Kuznetsov P.


    The Russian doctoral education system experienced dramatic transformations in the last 30 years, which aimed to increase the completion rates and improve the quality of dissertations. However, these changes did not touch upon the supervision practices, which remain the same as in Soviet times. There is a legally approved opportunity to implement team supervision, but most universities and research organisations do not use it. The main barriers to the implementation of team supervision practices are related to the (1) uncertainty of the permissible reasons for team supervision, (2) lack of rewards for team supervision, (3) lack of sustainable requests for team supervision from doctoral students, (4) resistance to team supervision by supervisors, (5) distrust toward team supervision on the institutional and federal levels. Systematic transformations are required to shift towards real integration of team supervision practices into the Russian doctoral education system.

    In bk.: Global Perspectives on Enhancing Doctoral Co-Supervision. Springer, 2024. P. 75-86.

  • Working paper

    Larina G., Kuzmina Y., Georgijs K.

    The Precision of Symbolic Numerical Representation in Verbal Format Has an Indirect Effect on Math Performance in First Grade

    Numerical information can be represented in three formats: two symbolic (visual (digits) and verbal (number words)) and one nonsymbolic (analog) format. Studies have shown that the precision of symbolic numerical representation is associated with math performance. The precision of symbolic representation is mostly discussed as the precision of representation in a visual format, whereas the precision of representation in verbal format and its relation with math performance is less studied. The current study examines the precision of symbolic numerical representation in visual and verbal formats and the relationship between such precision and math performance when controlling for prior math performance, nonsymbolic numerical representation, phonological processing, reading skills and working memory. We used data from 367 Russian first graders (mean age, 7.6 years; 53% girls). To assess the precision of symbolic numerical representation, magnitude comparison tasks with digits and number words were used. It was found that the precision of symbolic representation in verbal format did not have a direct effect on math performance, but has an indirect effect via visual format of symbolic representation, even when controlling for prior math performance and other cognitive abilities.

    PSYCHOLOGY. WP BRP. Издательский дом НИУ ВШЭ, 2020. No. 120.

All publications