Research & Expertise

In the ever-evolving world of education, where Massive Open Online Courses (MOOCs) have become a beacon of accessibility and innovation, a team of researchers—Muhammed Shittu, Anna Gorbunova, Christopher Lange, and Jamie Costley—embarked on a quest to decode a peculiar phenomenon: Why do students re-watch video lectures? Their study, published in the Electronic Journal of e-Learning, dives deep into the intricate dynamics of video lecture design and its impact on student engagement. With insights drawn from over 1,500 surveys conducted at South Korea’s Open Cyber University (OCU), the researchers uncover the hidden forces that compel learners to hit the replay button.

Narratives We Live By: Sequentiality and Timeliness in Temporal Structuring of Action, a recent study by sociologist and cultural theorist Dmitry Kurakin, delves into the intricate ways narratives shape human behavior over time. Published in Theory and Society, the paper bridges theoretical innovation with empirical analysis, offering a fresh perspective on how individuals navigate the interplay between personal timelines and societal expectations.

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.

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.

In the rapidly evolving landscape of artificial intelligence, understanding the capabilities and limitations of large language models (LLMs) in specialized fields such as education is crucial. A study by Elena Kardanova, Alina Ivanova, Ksenia Tarasova, Taras Pashchenko, Aleksei Tikhoniuk, Elen Yusupova, Anatoly Kasprzhak, Yaroslav Kuzminov, Ekaterina Kruchinskaia, and Irina Brun, introduces a novel psychometrics-based methodology to assess LLM performance in the field of pedagogy. By focusing on the educational domain and developing a robust benchmark tailored for LLM evaluation, the authors offer new insights into the strengths and weaknesses of these models.

In an era where the demand for innovative educational strategies is paramount, the effectiveness of teaching methods in fostering student learning has come under scrutiny. A recent study by Evgeniy Terentev, Irina Shcheglova, Denis Federiakin, Yuliya Koreshnikova, and Jamie Costley delves into the contrasting realms of active and passive teaching approaches within the context of economics and management education at a leading Russian university. By examining how these teaching methodologies influence student performance across various cognitive levels, the authors aim to shed light on the vital role of instructional practices in preparing students for success in an increasingly complex and competitive knowledge economy.

As its central theme, the conference focused on finding a balance between upholding high academic standards at universities and promoting the well-being of both students and faculty. The first plenary session examined the phenomenon of student families, with conference participants discussing how these families fit into the broader demographic context and proposing measures to support them.