What is it like to build a research career at the Institute of Education as an international scholar? What motivates ongoing engagement in research? And how easy is it to maintain a work–life balance while living in Moscow? To gain insight into the academic careers of our international colleagues and daily life in Russia, we spoke with Assistant Professor Nazir Jogezai.
Before joining the Institute of Education in 2022, Nazir Jogezai built a career spanning school teaching, curriculum development and education policy and development expertise. He holds a Master's degree from the Aga Khan University in Pakistan and a PhD from Universiti Sains Malaysia. Having worked with international development organisations, government education initiatives and universities, he joined the HSE Institute of Education as a Postdoctoral Researcher in the Laboratory for Educational Innovation Research. He now continues his work there as an Assistant Professor, with a growing focus on the role of AI in education and its broader social impact.
In our conversation, Nazir reflects on his journey to the IOE, his experience of adapting to a new academic and cultural environment, and his current research projects.
Could you tell us about your academic journey before joining HSE University? Where did you previously study and work, and what experiences shaped your research interests?
I initiated my professional career as a school teacher soon after earning my Bachelor of Science (BSc) degree. I had the opportunity to obtain a master’s scholarship at the Institute for Educational Development of Aga Khan University, a renowned national and regional university. This master’s program truly instilled in me a thirst for lifelong learning. Since then, I have never stopped asking questions, wondering, or growing.
Afterwards, I worked for many years with international nongovernmental organizations, educational programs, and donor-funded projects. I also remained part of the Education Department of the Government of Balochistan, serving as a teacher, teacher educator, curriculum development professional, and policy and planning professional. I earned my PhD from Universiti Sains Malaysia in August 2019, with a specialization in Educational Management and Leadership, focusing on the nexus of change and innovation. Then, I received a postdoctoral offer at HSE University in September 2022, and I worked in this capacity and as a research fellow until August 2025. In September 2025, I was offered the position of Assistant Professor, and since then, I have been working here in the same capacity.
What originally drew you to research in education? What questions or challenges in this field motivate your work today?
Being curious by nature, I have never taken things for granted; rather, I have remained critical of opinions, changes, innovations, and phenomena, while developing my own logical understanding and viewpoint. This curiosity has truly helped me strengthen my research skills and make my research journey more productive and impactful. This path is definitely filled with challenges and complexities; however, my curiosity and commitment have always illuminated my path and, at times, helped me translate challenges into true opportunities for my professional and personal growth.
In my early career and during my PhD, I was interested in technological advancements and their fundamental utility and impact on the overall ecology of change. This was because I believed in their transformative effects on our lives and on education as well. My interest was further aroused with the outbreak of the COVID-19 pandemic, during which technology became the decisive factor in overcoming learning losses amid the closure of educational institutions caused by the strict implementation of physical distancing. Since then, the nexus of digital technologies and education and/or social development has become my constant research direction, and I have published impactful research in reputable international journals in this area.
The significant role of HSE, the Institute of Education, the Laboratory for Educational Innovation Research, and, of course, my generous colleagues and friends, has been phenomenal in supplementing my work and keeping me on the track of professional growth and development.
Could you tell us about your current research at the Institute of Education? What key questions are you trying to answer, and why do you think they are important for education today?
Research, without any doubt, remains a social necessity rather than an academic luxury. Likewise, the ongoing technological transformation in the form of AI is not merely a social trend, but a major turning point in human history, with the potential to drive human prosperity, adversity, equity, or further social division. It carries considerable ambivalence and can be seen as a double-edged sword, requiring highly cautious and responsible use. Such responsible behavior can be fostered through quality research, which provides us with common ground. Research generates shared facts, testable hypotheses, and the humility to revisit our beliefs and practices.
AI and its ambivalence in relation to social and educational development or degradation have further deepened my interest in AI-related research. My research raises questions about the influence of AI on social development, including the SDGs, the ontological and epistemological landscape of research and learning, automation addiction, and cognitive erosion. I am also concerned with how individuals and organizations can minimize the risks of AI while benefiting from it for education, learning, and the broader social good.
What attracted you to join the Institute of Education at HSE University?
To be honest, my attachment to HSE University was more accidental and unplanned. I remember the evening when a colleague informed me about the postdoctoral opportunity at HSE, with only a few days remaining before the deadline. Since I was already looking for postdoctoral opportunities, the application process was smooth for me. I was fortunate to be offered the opportunity, and I joined HSE in September 2022.
Although my entry into IOE was unplanned, my application to extend the position for three consecutive years and later apply for a tenure-track position as Assistant Professor became my priority. Among the many reasons, the most prominent is the Institute’s perspective on education. It has a more realistic approach to education, one that treats education within an interdisciplinary culture, where economists, entrepreneurs, sociologists, and educators work side by side. Together, they remain committed to understanding and promoting quality education as a driver of social development, not merely individual achievement.
This comprehensive approach to education ensures that research, innovation, and advancement influence the interdependent mechanisms and subsystems of education, such as curriculum, pedagogy, assessment, management, planning, and the economics of education. It also helps create synergy for the broader good and purpose of education
In what ways does the research and teaching culture at the Institute differ from that at other universities or institutions you have worked at?
When it comes to research and teaching, I can observe the approaches I have integrated, such as project-based learning, critical thinking, and problem-solving, all of which address learners’ higher-order thinking. However, research, as an integral part of students’ learning journeys, makes teaching more interesting and more responsive to improving instructional strategies and directions. Therefore, research and teaching supplement each other.
For example, my engagement in research on the use of AI in learning has helped me look beyond AI merely as a knowledge management tool and view it instead as an epistemological approach that requires sensitivity to ontological trustworthiness. In this way, my students and I are able to practically understand the pros and cons of AI in learning and make it useful and relevant for higher-order thinking, rather than allowing it to erode cognition through excessive reliance on the automation of knowledge.
What direction would you like to develop your research in at the Institute of Education in the coming time?
I have always perceived the education system as complex and responsive to emerging needs and directions. These directions may be global, regional, national, or institutional. Artificial intelligence has become one of the most prominent global educational agendas and an integral strategic direction in research at all these levels. This dimension is one of the six strategic pillars of the 2030 Strategy: Artificial Intelligence in Education. It is also implicitly integrated across all major areas, such as education and the labor market, instructional design, comparative analysis of education policy, and management in education.
My research work strongly relates not only to the strategic directions of the institution but also to the national and global priorities of governments and academia. Therefore, my research trajectory at the Institute of Education seeks to explore the nexus between AI and human social development, including individual and subjective factors such as AI literacy, AI readiness, AI and pedagogy, future skills in the age of AI, and the management of AI at the micro, meso, and macro levels. This aligns closely with my expertise and knowledge, as my previous research falls within the domain of technology and education. In this context, I will continue to place my research within the broader ecology of the education system, technological evolution, and emerging trends and needs.
Did you find it difficult to adapt to living and working in Russia? What helped you adjust?
It is always somewhat challenging to adjust to a new sociocultural environment, but at the same time, such an experience creates new opportunities for learning, exposure, collaboration, and growth. I believe that clarity of purpose not only helps one face challenges but also supports further personal and professional growth. At the same time, the value of an environment that is conducive to achieving one’s objectives cannot be ignored.
The organizational support here at HSE has been phenomenal. I never felt that I was alone or unsupported, whether I was going through immigration procedures, medical screening, or academic matters. I always had dedicated colleagues from all departments, particularly the International Office and HR, beside me for guidance and facilitation.
I can say that the clarity of my purpose and commitment, along with the professional dedication of the HSE community and its organizational norms of care and facilitation, have greatly contributed to my adjustment here. One challenge that I still feel remains unaddressed is learning the Russian language. This will definitely become an integral part of my near-future plans. Learning Russian is one of my priorities and which I believe will strengthen my ability to teach, communicate with colleagues and students, engage with the academic community, and contribute more effectively to the institution’s educational and research environment.
How do you balance academic life with living in Moscow? Are there any places, cultural activities or routines in Moscow that you particularly enjoy?
Hitting a balance between my social life and academics has been of great value for me. This balance supports sustained productivity, mental well-being, healthy relationships, and long-term professional growth, enabling me to contribute effectively to my academic responsibilities while maintaining a fulfilling personal life. For me, maintaining a balance between academic and personal life is not something that happens automatically; it is something we consciously try to create. While my academic responsibilities as a researcher and teacher require dedication, discipline, and continuous effort, I also believe that personal well-being, family, and self-reflection are essential for long-term success. This balance helps me stay motivated, resilient, and fully committed to my academic career.
I always like to have some moments for leisure and socialization. Moscow, as a culturally rich destination, has an unended venue to visit and study. Museums, castles, churches, markets, sports arenas, and parks are the places that help me sustain such balance. The food here has been close to my taste and culture. Barbeques, soups, pulaos, chai and coffee have not been places for satisfying the taste but allowing for more integration and immersion in the culture. Similarly, the organization of some cultural events by the HSE do contribute to the cause. My colleagues have been so generous in socialization in terms of street walks and visits to particular historical places, cafes and restaurants. This balance would have been further flourished if I could speak Russian, hence could socialize and immerse more in the culture.
What motivates you in your research and academic work today?
It is definitely my interest in research and teaching that make me committed. Through teaching and research, I strive to create a meaningful impact both in the classroom and within the broader academic community. Teaching allows me to guide young learners, encourage critical thinking, and support their academic growth, while research enables me to contribute to new knowledge, innovation, and scholarly development in my field. Together, these responsibilities strengthen my commitment to academia and motivate me to continuously grow as an educator and researcher. I opted for research and teaching, despite having opportunities for growth in the development sector, of which I have been a part of for many years. My engagement in research and teaching makes me feel more connected with life, and life becomes a continuous learning process. Through research and teaching, I feel that I am constantly on a journey of discovery and innovation. At times, this journey also brings challenges, failure, and stress, but I view these experiences as opportunities to become more resilient, reflective, and committed. Research has helped me learn, unlearn, and relearn.
I believe that this balance is strengthened by the constant love and support of our families. My mother’s courage during her battle with cancer has taught me resilience, while my soulmate and two angels have always been a source of strength, patience, and understanding. Together, their love and support motivate me to continue my academic journey with gratitude, purpose, and a stronger commitment to balancing my professional and personal life.
What advice would you give to young researchers hoping to build an international academic career?
In order to attain our objectives, whether professional or personal, we need to be very clear about our purpose, our strengths and shortcomings, and the impact we aim to make. Such clarity keeps us committed to our purpose and instills in us the strength to face challenges and hurdles, viewing them as valuable opportunities for true character building and resilience. Although our own purpose is instrumental in our careers as researchers, synchronizing our research priorities and interests with the border research community and making research a collaborative enterprise can be transformative. I always opt for and encourage networking and collaboration with researchers globally whose work I find relevant. Likewise, I advise young researchers to take the path of networking and collaboration. Building an international academic career requires not only strong research skills, but also the ability to communicate across cultures, adapt to different academic environments, and learn from diverse perspectives. At the outset, I always suggest that they initiate collaboration among themselves by finding crosscutting themes of interest and expertise and working together, so they realize the importance of collaborative research endeavors and carry this practice forward in their professional journeys. At the same time, they should be patient and resilient, because an academic career often involves challenges, rejection, and uncertainty.
