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Student satisfaction is crucial for universities aiming to improve education and keep students engaged. Irina Shcheglova, Jamie Costley, Elena Gorbunova, and Christopher Lange delve into whether tasks that require higher-order thinking skills (HOTS) make students more satisfied with their academic experiences.

In the wake of the COVID-19 pandemic, education systems worldwide underwent an unprecedented transformation, propelled by the urgent need for digital solutions. A study by Diana Koroleva and Anastasia Andreeva explores this phenomenon through the concept of ‘Shock Innovation,’ shedding light on how crises can accelerate technological adoption in education.

From 23 to 28 June 2024, the delegation of HSE University made a number of visits to leading universities in China. During the visit, representatives of the Institute of Education — Maxim Nikitin and Svetlana Zhuchkova — shared current results and ideas of the strategic project "Success and Self-Sustainability of the Individual in a Changing World" and exchanged proposals for cooperation in future research and projects.

At the BRICS Civil Society Forum, leaders of non-profit organizations and experts discussed the future of education in their countries. Experts from the Institute of Education actively participated in the forum. The meeting led to a number of suggestions for deepening cooperation in this field.

A recent study by Dr. Radomir Ray Mitic, a 2019 recipient of an IOE SemyonovAward fellowship in higher education research, delves into the intricate dynamics shaping study abroad decisions among first-generation U.S. college students. The research offers compelling insights into the pivotal role of family cultural capital. Leveraging data from the Educational Longitudinal Survey (ELS: 2002), Dr. Mitic analyzes precollege and college-related factors influencing students' propensity to engage in international educational experiences.

In March 2024, researches of the Institute of Education visited leading universities in Beijing, China, to strengthen established ties and deepen research cooperation. As part of their visit, scholars shared their research results and gave guest lectures.

Doctoral programs across the globe face a myriad of challenges, and one particularly intricate puzzle involves the diverse landscape of their student body. This diversity spans across dimensions like age, socioeconomic background, motivation, and career aspirations, injecting a rich tapestry of perspectives into the academic realm. Despite these shifts, doctoral programs often find themselves grappling with the task of adapting swiftly to this evolving environment. In their study, Natalia Maloshonok and Saule Bekova delve into the fascinating concept of 'departmental climate' to unravel how Russian university doctoral students perceive their academic surroundings.

While the global tide swayed toward an expansion in doctoral education, Russia found itself swimming against the current, experiencing a dip in enrollments from 2010 to 2019. However, the year 2020 witnessed an unexpected change of fortunes, with an 11% uptick in admissions year-on-year. This curious scenario unfolded in the throes of a global pandemic that had wrought havoc on higher education systems.

IOE’s Natalia Maloshonok, Svetlana Zhuchkova, Saule Bekova, and Evgeniy Terentev have set off on a quest to unveil the forces that have led to the surge in doctoral enrollments in Russia amid the pandemic, and the potential consequences looming on the horizon.