Tag "international cooperation"

Fellows from the International Laboratory of Research and Design in elearning, along with colleagues from the Department of Theoretical Economics and the College of Education at the UAE University, conducted a study on the factors affecting the effectiveness of collaborative work using AI. The results were published in the journal ‘Innovations in Education and Teaching International’.

On 28 August, Vera Maltseva, Director of the Center for Skills Development and Vocational Education and CERE co-founder, presented research on the evolving landscape of technical and vocational education and training (TVET) in Russia. This officially kicked off the CERE International Expert Seminar Series.

In September 2025, Elizaveta Korotkikh and Natalia Rosenfeld, who are both fellows of the Centre for Vocational Education and Skills Development and participants of  the Academic Postgraduate Programme for outstanding PhD candidates, completed a research visit to Tongji University in Shanghai and other leading Chinese universities.

This summer, the IOE became a co-founder of the CERE Observatory on Education, the first international expert and research platform aiming to advance the global visibility and impact of education systems in emerging economies. In 2025, the focus is on Technical and Vocational Education and Training (TVET) in BRICS countries.

In August, the Director of the Institute of Education, Prof Evgeniy Terentev, and the Head of International Affairs, Maksim Nikitin, visited top-ranking Hong Kong universities to network. They also attended the AIEdu2025 conference to exchange knowledge about the influence of artificial intelligence on education.

This July in Shanghai, more than 50 researchers from nine countries—from Russia and China to Canada and Singapore—gathered for the International Summer Institute on Artificial Intelligence in Education. For several days, the city became a global hub of discussion on how universities are responding to the rapid rise of AI.

The BRICS Expert Council–Russia, based at HSE University and operating in collaboration with the HSE Institute of Education, has released an analytical report titled ‘The Transformation of General Education in BRICS Countries.’ The study explores how BRICS nations are addressing shared challenges, including equitable access to schooling, digital integration, support for inclusion, linguistic diversity, and intercultural dialogue.

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 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. 

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.