Tag "students"

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.

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.

The COVID-19 pandemic brought about sweeping changes to daily life across the globe, none more so than for young people whose worlds were turned upside down by lockdowns, school closures, and social distancing measures. In the thick of these unprecedented disruptions, a critical question emerged: How did these abrupt changes affect the wellbeing of adolescents—those in the midst of pivotal developmental years? A study by an international research team, including Alexandra Bochaver of IOE, offers enthralling insights into the impact of the COVID-19 lockdown on school students' psychological, emotional, and social wellbeing, shedding light on both the challenges they faced and their capacity to adapt. By examining the complexities of adolescent wellbeing during such a tumultuous time in a global context, it underpins the importance of understanding how external crises influence the mental and social health of young people and the need for continued support in the face of such challenges.

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.