“Even the Ceilings Teach You”—What We Learned in China’s Classrooms
A group of students, faculty, and alumni from the HSE Institute of Education’s Master’s program in Education Administration recently took part in a short-term study trip to China, where they explored the local education system. Their itinerary included visits to Tsinghua University in Beijing, East China Normal University in Shanghai, six schools, and a kindergarten.
These kinds of internships—both abroad and across Russia—are an integral part of the Education Administration Master’s program. Participation is optional, and not only open to current students and faculty, but also to program alumni. Participants visit educational institutions, study best practices, exchange insights with peers, and draw on these experiences in both their academic and professional work.
50 Students in a Classroom
One of the first things that stood out was the sheer scale of Chinese schools. “We’ve seen similar architectural concepts in Russia, but never on this scale,” said Anna Kobtseva, Director of IOE Academics.
The number of students per class was also surprising. “We understand that education systems and cultural attitudes differ, but some classes had up to 50 students,” said Elza Ivanova, Principal of School No. 137 in Kazan and a current student of the program.
In subjects like computer science and English, classes are not divided into smaller groups as they often are in Russia. “We asked our Chinese colleagues about this, but they didn’t understand what was so unusual. In their view, teaching 40 or more students at once is perfectly manageable,” added Alexander Gulin, a 2021 graduate and Principal of the private Moscow school Snegiri.
A Culture of Sports
Another notable difference: the central role of sports in Chinese schools. “They have two physical education classes a day, and the gyms often span multiple floors. It’s impressive,” said Olesya Chulanova, an English teacher at School No. 1315 and a second-year student.
Elena Kadennikova, head of the Education Development Project Office in Norilsk and a recent graduate, was struck by the range of activities offered. “They include diverse games, exercises targeting gross motor skills, obstacle courses, and other unique physical tasks—all of which help form neural connections. In some cases, computer vision tracks how many times a student jumps rope,” she explained.
Character Education and Discipline
A third standout feature was the strong emphasis on character education, especially patriotism. “Many students go on trips to economically underdeveloped regions, where they contribute directly—sometimes even working in agriculture,” noted Natalia Isaeva, Academic Director of the Education Administration Master’s Program.
Discipline in the classroom also made a strong impression. “We walked into a music class and saw 50 eleventh-graders sitting with perfectly straight backs, hands neatly on their knees. That moment told us everything about how classroom management works in China,” recalled Elena Kadennikova.
Principals with Teaching Backgrounds Only
Since the program includes school principals, education administrators, aspiring managers, and education entrepreneurs, personnel and finance issues were naturally a topic of interest.
Roman Nalobin, Deputy Principal of School No. 1795 in Moscow and a second-year student, emphasized that in China, only those who’ve taught and completed specific leadership courses can become school principals. “A principal is the steward of meaning—and that’s invaluable for any educational leader,” he said. Olesya Chulanova added that school budgets in China are directly tied to student enrollment, and teachers are provided with free meals.
What Could Be Adopted in Russia?
From the start, participants were eager to identify aspects of the Chinese system that could be adapted to Russian schools.
Alexander Gulin, in particular, was interested in technology and innovative teaching methods. “Technologically speaking, it’s hard to surprise anyone in Moscow—our schools are already advanced. But new subjects like calligraphy and ‘Introduction to AI’ caught my attention. We’re planning to introduce both at Snegiri this September,” he said. However, he noted that the large class sizes in China are not something worth replicating.
Elena Kadennikova suggested that Russian schools could adopt Chinese approaches to teaching AI and media literacy, as well as their creative use of school spaces. “We’re used to educational materials on desks, walls, and staircases—but seeing formulas and diagrams on the ceiling was a first. For engineering-focused classes, it’s brilliant. Even if a student looks up to daydream, they’re still thinking about physics,” she said.
Participants also noticed how Chinese schools prominently display student and alumni achievements. Project exhibitions fill school hallways, and even the watercolor classroom showcases student artwork. “Displaying accomplishments is crucial—it inspires students. Based on what we saw, we’re planning to revise our own approach to project presentations in grades 10–11,” said Roman Nalobin.
Anna Kobtseva highlighted how Chinese schools balance tradition and innovation. “They still have Soviet-style practices like group assemblies and neckerchiefs, alongside high-tech features like vast multifunctional libraries, co-working spaces, and even classes on online behavior.”
“My research focuses on employer branding, so I was particularly interested in how Chinese schools retain teachers, support professional development, and foster motivation and engagement. These are things we should also prioritize in Russia,” added Elza Ivanova.
Why These Internships Matter
“The value of these internships—in China or elsewhere—lies in expanding one’s perspective,” said Anna Kobtseva. “Even just visiting a colleague’s school can be incredibly eye-opening.”
Olesya Chulanova observed that returning educators and administrators often gain a fresh perspective on their own schools. “Plus, the experience opens doors for future collaboration. It was great to see that Chinese school leaders are so open—many are ready to organize virtual exchanges between students,” she added.
Elena Kadennikova emphasized how valuable it was to exchange views with fellow participants. “Different people notice different things. Seeing a school through many lenses is a unique experience that enriches everyone involved.”
“For me, the China internship bridged theory and practice,” said Olga Dubrova, Director of the St. Petersburg Center for Education Quality Assessment and IT, and a second-year student. “It gave me a look at a completely different system—but also sparked ideas I can implement in my own work and research. Even with limited resources, our Chinese colleagues are creating breakthrough projects. That motivates me to seek partnerships with businesses and use grants to develop schools.”
She also believes that with the integration of real-world case studies and international exposure, Russian educational leadership programs not only match but sometimes surpass their Chinese counterparts.
What’s Next?
The Education Administration program is planning its next internship trips to post-Soviet countries, including Azerbaijan and Uzbekistan. In Russia, Tatarstan is next on the list.
This July, the Snegiri private school will host a summer school titled “What’s the Forecast for Our Schools Today: Myths and Data.” The event is aimed at leaders and management teams from public and private schools, as well as educational entrepreneurs. Applications are open to individuals outside the Master’s program.