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In his 2025 study published in Compare: A Journal of Comparative and International Education, Ivan Ivanov of IOE’s Pinsky Center of General and Extracurricular Education delves into the complex evolution of children's after-school activities across the vast expanse of the fifteen former Soviet republics. The research uncovers the multifaceted journeys these nations have embarked upon since the dissolution of a once-unified system, painting a vivid picture of continuity, divergence, and the persistent quest to shape young lives outside the formal classroom.

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.

In her recent study, Victoria Slepykh of IOE delves into the contentious issue of academic inbreeding and its impact on the productivity of early-career researchers in STEM fields. Academic inbreeding, the practice of scholars working at the same institutions where they earned their degrees, has long been debated for its potential to stifle innovation and limit intellectual diversity. This research offers a nuanced perspective, exploring how this phenomenon plays out in Russia’s diverse academic landscape, where inbreeding is notably prevalent.

In their recent study, Evans Uhunoma and Maryann Asemota delve into how users perceive bias in generative AI outputs across two distinct contexts: the workplace and public discourse on social media. Drawing on survey data from UK-based employees and sentiment analysis of posts on X (formerly Twitter), the authors examine the extent to which generative AI systems—commonly regarded as innovative tools for content creation—may in fact reproduce or amplify existing societal biases. 

In a world marked by instability—from global pandemics to shifting political landscapes—young people are increasingly called upon to act, not just react. But what gives teenagers the power to step forward, make their voices heard, and shape their own futures? A new study by Mikhail Goshin, Dmitry Grigoryev, and Pavel Sorokin takes a fresh look at this question through a psychological lens, offering a nuanced picture of adolescent agency and how it links to conformity, rebellious behavior, and a hunger for intellectual challenge.

Imagine if your classes felt more like a game than a grind. Badges for breakthroughs, points for participation, and friendly leaderboards that spark just enough rivalry to keep you coming back. It’s not a futuristic fantasy—it’s happening now. Gamification in education isn’t just about fun; it's becoming a strategic tool to build the very skills employers are hungry for. A recent study published in Educational Studies Moscow dives into data to show how playing games in class might just be the smartest way to land that dream job.

An HSE delegation, led by Rector Nikita Anisimov, visited China for negotiations with the administration of the country’s top universities. The parties agreed to expand bilateral scientific and educational collaboration and signed several documents. In particular, a strategic partnership agreement was established with Peking University, one of the oldest and most prestigious educational institutions in China.

The International Education Observatory initiative, launched by HSE University to focus on expert evaluation, analytics, and joint scientific research, has successfully completed the formation of a research network across all BRICS nations. South Africa was the final link, with the University of Pretoria and the University of the Witwatersrand joining experts from Russia, China, India, and Brazil. 

In a fiercely polarized, starkly unequal world, more young people have found themselves struggling as they navigate a path into an adult life of meaning and impact. Drawing on the theoretical frameworks of prefiguration and resilience, a study by Anastasiia Andreeva, Elena Omelchenko, and Pavel Sorokin highlights the diverse ways in which young people in Russia respond to the uncertainties shaping their lives.

Consumers of content about serial killers watch and read it to experience intense emotions that are often lacking in everyday life and to understand the reasons that drive people to commit crimes. However, such content does not contribute to increased aggression. These conclusions were drawn by sociologists from HSE University. The results of their study have been published in Crime, Media, Culture: An International Journal.