Research & Expertise

Replying to message-based nudges is not uniformly associated with higher engagement in online learning. Researchers from the IOE International Laboratory for Research and Design in elearning explore reply behaviour among Russian students, focusing on how different types of messages influence subsequent participation.

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.’

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.