News

By 2030, the global education system will need 44 million new teachers. Schools have already started rehiring retired teachers and issuing licenses for accelerated programmes. Experts from the HSE University Institute of Education have analysed the educational policies of almost 50 countries and published the report ‘World Education Policy—2025.’

Researchers from the Centre of Sociology of Higher Education, the Centre for Psychometrics and Measurement in Education, and the Laboratory for Curriculum Designat the Institute of Education are conducting a large-scale, longitudinal study examining how students navigate university life, and the relationship between different behavioural patterns and academic success.

In Norilsk, Russia's largest Arctic city and an industrial monotown, how do young people navigate their future in the face of extreme environmental challenges, social isolation, and labour market limitations? IOE’s researchers examine transition and mobility among vocational students of industrial specialisations.

Why do some children who feel satisfied and happy at school perform better academically than others with similar positive experiences? A new study by researchers from the HSE Institute of Education—Diana Akhmedjanova, Tatjana Kanonire, and Andrey Zakharov—looks closely at this question.

A new paper by IOE’s Pavel Sorokin revisits one of the most ambitious ideas in modern psychology: the attempt—championed by Estonian psychologist Aaro Toomela—to rebuild cultural psychology as a unified science of the human mind and its environment. In Cultural Psychology for a Technologically Transformed Society: A Neo-Structuration Perspective, Sorokin argues that this project arrives at exactly the right moment. Our world is no longer shaped only by institutions, traditions, and language—but increasingly by digital systems and artificial intelligence that produce culture alongside humans. In this rapidly shifting landscape, understanding how the human psyche interacts with culture is no longer just an academic question. It may be essential for navigating the future.

How should international education data be interpreted? What might we overlook if we focus only on country rankings? These questions were at the heart of the HSE Open Seminar on Education, led by Professor Kit-Tai Hau from CUHK.

What does success after university really look like today? Is it still a straightforward journey from graduation to a stable career, or are graduates increasingly navigating more complex routes through education and employment?

Online learning promises flexibility. In asynchronous courses, students can decide when, how, and in what order to engage with learning materials. Yet this freedom comes with new challenges. Without a prescribed learning sequence, students must design their own pathways, and these choices can shape not only how much they learn, but how difficult learning feels.

Is “pre-training” the unsung hero of effective learning—or just an unnecessary hurdle for already smart students? That’s the research quest Anna Gorbunova, Anastasiia Kapuza, Ouhao Chen, and Jamie Costley embark on in their recent study, Rethinking Pre-training: Cognitive Load Implications for Learners with Varying Prior Knowledge. Published in Frontiers in Psychology, their work dives into how priming your mind before tackling complex material can transform the learning experience, challenging long-held beliefs about how we actually absorb knowledge.