The increasing prestige and popularity of secondary vocational education among youth, coupled with the rising population of individuals aged 15 to 19, contributes to the growing burden on the system of secondary vocational education (SPO). Simultaneously, the pace of development of the infrastructural, resource, and pedagogical capacities of vocational educational organizations lags behind the increasing demand for SPO. There is a noticeable decline in the flow of graduates from the 11^th grade who continue their education immediately after completing school into higher education
institutions.

   Therefore, the primary objective of this article is to evaluate the role of higher education institutions in training personnel with secondary vocational education and to analyze the prospects for further implementation of SPO programs within these institutions.

   The research is based on statistical forms SPO-1 (secondary vocational education), VPO-1 (higher education), VPO-2 (higher education), and demographic forecasts for single-year age cohorts. The study employs mathematical analysis of statistical data as its methodological approach. The temporal scope encompasses the calendar year 2022 and the academic year 2023/24, representing the most recent years available in the statistical records at the time of the study. The conducted research reveals that programs for training SPO personnel are currently being implemented in state universities across 82 regions and in private universities in 35 regions, with these institutions (including branches) accounting for 17.9 % of the total number of educational organizations off ering SPO programs in the Russian Federation. In 2022, compared to 2017, an increase in financial resources allocated for the implementation of SPO educational programs was noted in universities across 60 regions, while a decrease was observed in 21 regions.

   The novelty of this research lies in the proposal to enhance the accessibility and eff ectiveness of secondary vocational education during a period of continuously increasing demands on vocational educational organizations by leveraging existing resource capabilities within the higher education system.

   The findings of this study may prove valuable to executive authorities in formulating management decisions aimed at improving approaches to vocational education governance, including eff orts to prepare personnel for technological sovereignty.

   This article presents a research-oriented investigation. It conducts a theoretical analysis of 307 works dedicated to assessing organizations’ readiness for digital transformation processes. In a context where universities are undergoing digital transformations and facing challenges in achieving targeted performance indicators, the search for underlying causes of these failures becomes increasingly relevant. This study aims to deepen the understanding of universities’ digital readiness by framing the managerial problem through the lens of theoretical analysis informed by empirical
research outcomes in this domain. The methodologies employed include a systematic literature review, expert evaluation, and content analysis. The foundation of this work lies in the search, identifi cation, selection, and critical appraisal of publications by both domestic and international authors addressing the transformation of organizational activities, including those of universities, under the infl uence of digital technologies and tools.

   The scientific novelty of this article resides in the novel interpretation of empirical data extracted from published studies on this issue.

   A qualitative synthesis of these findings and expert extraction of knowledge from the conducted research have substantiated the necessity of distinguishing between the concepts of “digital maturity” and “digital readiness”. Furthermore, this study delineates a comprehensive set of organizational conditions essential for the successful implementation of digital transformation initiatives within universities and assesses their impact on the outcomes of such processes. It concludes that the development of an institution’s IT infrastructure, traditionally regarded as a primary determinant of successful transformations, is no longer a sufficient condition in today’s context.

   The transformation of Russian higher education in the context of the implementation of artifi cial intelligence (AI) technologies is a subject of ongoing discourse, actively involving both academic researchers and practitioners. The present article, based on a desk analysis of open sources and expert interviews, addresses the strengths and weaknesses associated with the use of AI in Russian universities. It examines the primary trends in the adoption of relevant technologies, provides examples of AI solutions applied in the educational sector, and outlines prospects for further development along with emerging risks. In conclusion, the ethical and legal aspects of the implementation of AI innovations are discussed. The findings presented will be benefi cial for decision-making regarding the integration of AI technologies into the educational, research, and administrative processes of universities.

   This article analyzes the challenges associated with the structuring of university automation systems, their integration, and potential development directions aimed at implementing the tasks of digital transformation in higher education. These issues are discussed through the example of the Comprehensive Automation System for Educational Activities (SKAUD) at the Moscow Architectural Institute (State Academy) – MARKHI. The creation of this system utilized the experience and methodological approaches of similar systems developed by the Bauman Moscow State Technical University (MSTU) and the State University of Management.

   The objective of this article is to familiarize the academic community with the experience of developing the management system at MARKHI based on the capabilities off ered by modern digital technologies.

   The article characterizes the problematic situation that served as the basis for the decision to implement a modern automation system at MARKHI, as well as the market off erings available starting in 2008–2009. It examines the main factors considered in selecting a methodological approach to the automation of management processes. The study presents generalized information regarding the current composition and functional designation of the subsystems within SKAUD, along with some promising original capabilities of the system for addressing university management tasks.

   This study aims to identify the most frequently occurring universal competencies in job descriptions available for university graduates, refl ecting the demand for such competencies in the Russian labor market. The identifi ed list of competencies was then compared with two lists of key universal competencies from higher education (Federal State Educational Standards of Higher Education (FSES HE) (3++) and the “Russia – the Country of Opportunities” platform). The empirical foundation of the research comprises descriptions of 2,218,411 job vacancies sourced from major intersectoral job aggregators. Through a parsing procedure, 20 universal competencies were identifi ed as a result of the analysis. The most frequently encountered among these were: teamwork, profi cient oral and written communication, responsibility and results orientation, analytical and systemic thinking, multitasking, organizational competencies, attention to detail, and interpersonal skills. Furthermore, it was found that the list of key universal competencies from the “Russia – the Country of Opportunities” platform almost entirely meets employers’ demands for universal competencies among young specialists, in contrast to the list of universal competencies documented in FSES HE (3++).

   The novelty of this research lies in the utilization of large data sets to identify the most sought-after universal competencies, whereas traditionally, the demand for these and other competencies in the labor market is assessed by individual organizations or experts.

   This study contributes to the discussion on the role of higher education in preparing young specialists. In particular, an attempt is made to evaluate the relevance of lists of universal competencies from the perspective of education as one of its expected learning outcomes. The results of this research may be beneficial for leaders of competency centers and methodologists involved in developing programs for enhancing students’ universal competencies.

   This article is dedicated to examining the interrelationship of supra-professional competencies among students of higher educational institutions, as well as their correlation with sample parameters. The methodological foundation of the study is based on a competence-based approach; supra-professional competencies are regarded as key skills essential for successful adaptation and effective performance across various professional fields. The research was conducted using the assessment results of competencies among students from Russian higher education institutions in the 2022–2023 academic year (n = 76,269). Reliable and valid methodologies developed by specialists from the Assessment and Methodology Department of the Autonomous Non-Profit Organization “Russia – the Country of Opportunities” were employed as tools. A correlational analysis of the relationships between competencies and a comparative analysis based on gender, course of study, educational standards, and regions were performed. It was found that most competencies demonstrate a significant positive correlation, with the exception of the competency “Following Rules and Procedures”, which is negatively correlated with the others. Students in medical specialties exhibited higher results across most competencies compared to students in other fi elds. Female students displayed stronger competencies related to social interaction, while male students showed greater proficiency in competencies pertaining to individual work. Students from capital universities achieved higher results across all competencies, except for “Following Rules and Procedures”. Among students participating in the 2023 season, scores for many competencies were higher than those of participants from the 2022 season (both considering and not considering the course). The findings clarify the characteristics of the relationship between employer-demanded competencies and socio-demographic attributes within a large dataset of student samples. This article will be of interest to employers across various sectors of the economy, as well as to the leadership of higher education institutions for developing eff ective educational policies.

   This article presents the results of an analysis of the activities of the Supervisory Board of National Research Tomsk State University over the period from 2014 to 2023. Changes in the composition of the board, participant engagement, key areas of discussion, and outcomes are examined. Examples of issues addressed by the Supervisory Board are provided.

   The article analyses the dynamics of the system of higher education in the years 2013–2023. Such basic indicators characterising the activity of postgraduate and doctoral studies as admissions and graduations, the total number of students, the ratio of the volume of admissions and graduations, defended graduations and their share in the total graduations, the average age of students, the volume of personnel training in specialties corresponding to the priority directions of development of science, technology and engineering and critical technologies are considered. The achieved values of the indicators are compared with the planned target values for 2013–2014 set out in the programme’s conceptual documents. The second part of the article assesses the sufficiency of the currently achieved volumes of training of highly qualifi ed personnel to meet the demand for relevant specialists in the system of higher professional education. The article proposes a model for forecasting the demand for personnel of the category under study for the period up to 2035. Several projected scenarios of development are considered and quantitative estimates of the personnel deficit for these scenarios are evaluated. The article is prepared within the framework of the research work of the state order of RANEPA “Forecast Scenarios of Providing Scientific and Technological Development of the Russian Federation with Scientific and Educational Personnel of Higher Qualifi cation”.

   In the context of rapid changes and uncertainty, the task of preparing students who are capable of systemic and critical thinking, solving complex problems, and quickly adapting to a changing environment becomes particularly relevant. Scientific work opens up vast opportunities for the development of such skills – not only for professional but also for personal growth. Therefore, it is essential to construct a system of scientific mentorship at universities that addresses multiple objectives: effectively ensuring the reproduction of personnel within the academic and university science system; enhancing the level of scientifi c culture in society; assisting students in the comprehensive realization of their potential.

   The aim of this article, presented as a case study, is to describe the experience of organizing student science and scientific mentorship at Petrozavodsk State University (PetrSU), identify the strengths and weaknesses of the existing model, and propose pathways for its transformation.

   The empirical foundation of the article consists of the results of a mass survey conducted among students and faculty in October 2023, which involved 1,192 students and 345 faculty members from all institutes and fi elds of study at PetrSU. The analysis of the existing model of scientifi c mentorship at PetrSU (the central element of which is the student scientifi c society) and the survey of students and faculty allowed the authors to identify the limitations of the current model. The authors also proposed a new (restructured) model that would address the contemporary challenges faced by the university, along with a comprehensive set of measures to cultivate leaders in student science within the framework of the “professor – graduate student – master’s student – senior undergraduate student – first-year student” chain. The described case of Petrozavodsk State University may be benefi cial for organizing scientific mentorship and the activities of student scientifi c societies in other higher education institutions.

   The aim of this article is to describe the experience of I. Kant BFU in implementing models for the simultaneous acquisition of multiple qualifi cations by students as part of their lifelong educational pathways.

   Based on empirical samples, key approaches to constructing models for obtaining additional qualifications by students pursuing a primary higher education program are identifi ed. This article may be of value to program directors, department heads, and university academic administration staff responsible for the design and implementation of higher education programs.