How Do Students Engage with the University Environment? A Longitudinal Study of Educational Behaviour by IOE Researchers
The project, titled ‘Educational behavior and success of university students in Russia’, began in 2022. This study aims to understand how students interact with their educational environments and which behavioural patterns contribute to their success.
Our research allows us to identify various behavioural patterns among students, and build an evidence base for informed decision-making,” said Ksenia Vilkova, Deputy Director of the Centre of Sociology of Higher Education.
A Longitudinal Research Design
The study follows students who enrolled at university in 2022/2023 and 2023/2024 academic years, collecting data from them annually until they graduate. This design enables researchers to observe how student behaviour and experiences evolve throughout the students' time at university, and to distinguish temporary fluctuations from stable patterns.
The project involves several leading Russian universities, enabling a comparative analysis of different institutional contexts. Students who enrolled in 2022 were recruited from six selective universities, resulting in a sample of 4,653 respondents. The 2023 group is broader, covering ten institutions that include both selective and non-selective universities with 3,670 participants.
Using a multi-stage procedure, the researchers randomly select academic programmes and study groups within each university. All students in the selected groups complete computer-based assessments measuring general competencies—critical thinking, self-regulation and communication skills—alongside student experience surveys.
Some survey questions are repeated each year in order to track changes over time. Others are adapted in order to capture new aspects of the student experience.
Following Students’ Educational Trajectories
In addition to quantitative data, the project includes longitudinal interviews with students from selected universities. These interviews explore students' personal narratives, covering topics such as their expectations before entering university, their experiences of adapting to university life, their decision-making processes regarding academic choices, and their reflections on the value of higher education.
The interviews are adapted for each stage of the study and for different student trajectories, including those who transfer to a different programme or leave university. This qualitative component enables researchers to gain a better understanding of the processes behind key educational decisions and how students interpret their experiences in higher education.
Recent Insights: Social Integration of First-generation Students
In their recently published article, ‘Fitting in or standing out? Social integration of first-generation students in selective Russian universities’, the researchers examined the factors that hinder or facilitate students’ ability to build social networks and establish peer relationships. They compared the social integration of first-generation students (FGS), who were previously underrepresented in universities, with continuing-generation students (CGS) from eight selective Russian universities.
The study shows that, although first-generation students are just as likely as their peers to make friends at university, they are less likely to collaborate academically with their classmates. Continuing-generation students tend to make more effective use of their social networks for learning, probably because they are more familiar with university norms and expectations. First-generation students, by contrast, may find it more challenging to establish and utilise peer connections in academic settings, which can limit their participation in collaborative study activities.
To sum up, in Russian selective universities, both FGS and CGS benefit from forming new social ties; however, their patterns of social integration diverge: FGS exhibit weaker study collaboration than CGS, likely due to lower access to supportive peers.
Based on their findings, the researchers propose several recommendations for educational policy and practice. They suggest that faculty can create inclusive learning environments by mixing FGS and CGS in collaborative tasks and assigning structured roles. Mentorship programmes pairing first-generation students with experienced peers can also help them navigate academic norms. Furthermore, a supportive campus environment with opportunities for informal interaction encourages both collaborative learning and the formation of friendships.
Beyond its practical implications, the project also contributes to the broader academic discussion of student behaviour in higher education. By developing a framework of educational engagement strategies and linking them to long-term outcomes, the research informs international debates on student success and the evolving role of universities.
The findings are presented in peer-reviewed publications and at academic conferences.
Related Publications
- Vilkova K., Maiukova E., Shcheglova I., Dremova O. Fitting in or standing out? Social integration of first-generation students in selective Russian universities // European Journal of Higher Education. 2026.
- Ivanova A., Tarasova K., Talov D. They Think They Use AI: Assessing the Relations Between Attitudes Toward AI and AI Proficiency Among University Students, in: 2025 5th International Conference on Artificial Intelligence and Education (ICAIE). Suzhou: Institute of Electrical and Electronics Engineers Inc., 2025. Ch. 6. P. 26–29.
- Maloshonok N., Vilkova K. Student behavior at university: The development and validation of a 10-dimensional scale // Plos One. 2024. Vol. 19. No. 11.