Research & Expertise

Diana Koroleva, an Academic Supervisor of the IOE's Laboratory for Educational Innovation Research, has been appointed Associate Editor of the international Journal of Information, Communication and Ethics in Society (JICES). The journal encourages researchers to discuss the effects of new media and communication technologies on society and ethics.

From 11–18 April, Anna Korchak, a Junior Research Fellow at the International Laboratory for Research and Design in e-learning and a Doctoral Student at the IOE, completed a research internship at East China Normal University (ECNU) in Shanghai. The visit focused on the role of generative AI in collaborative academic writing.

The XXVI April International Academic Conference hosted a roundtable titled ‘Structural Transformation of Post-Secondary Education in the Context of Labour Market Change,’ organised by the HSE Centre for Skills Development and Vocational Education. The discussion brought together leading international experts to examine how the relationship between vocational and higher education is being reshaped, what hybrid institutional forms are emerging and the effect of these processes on educational trajectories, social mobility and labour market outcomes.

Does early research experience make doctoral study easier? And does it actually help students succeed once they enter a PhD programme? A new study by researchers from the HSE Institute of Education suggests that the answer is more complex than it may seem. While prior research experience does give students a head start, it does not necessarily protect them from the core challenges of doctoral training

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.

In just two years, generative AI has traveled an astonishing path—from a clever novelty to a genuine game changer in higher education. As tools like ChatGPT exploded into academic life, scholars across the globe rushed to make sense of what this new technology means for universities, teaching, and knowledge itself. That urgent, fast-moving response is what an international team of scholars—Isak Frumin, Anton Vorochkov, Margarita Kiryushina, Daria Platonova, and Evgeniy Terentiev—set out to explore in their sweeping new study, Mapping the Generative AI Research in Higher Education: 2022–2024 Insights. Published in Higher Education Quarterly, the research analyzes more than 4,000 publications produced between 2022 and 2024. The result is a vivid, data-rich portrait of a field evolving at breakneck speed—revealing not only what researchers are studying, but how, where, and with what mix of excitement, concern, and uncertainty. What emerges is academia in full sprint, trying to keep pace with a technology that refuses to slow down.

How do students actually feel at school, and how does this change as they grow older? Does well-being decline with age, and do boys and girls experience school differently? A new study by researchers from the Centre for Psychometrics and Measurement in Education at the HSE Institute of Education offers new evidence-based answers to these questions, with important implications for schools and education policy.

The KIVO Innovations in Education Contest, curated by the Laboratory for Educational Innovation Research at the HSE Institute of Education, is a long-running platform for identifying, supporting and connecting educational innovators. In 2025, the contest once again demonstrated its scale and relevance by attracting a record number of participants and showcasing diverse educational solutions. It reinforced its role as not only a competition, but also a sustainable professional community.