In the contemporary context of global challenges and economic sanctions, ensuring the scientific and technological sovereignty of Russia is one of the priority tasks. Achieving this objective is unattainable without a highly qualified engineering workforce, the training of which necessitates a radical transformation of the engineering education system. The aim of this article is to investigate the problematic areas of engineering education in light of current economic challenges and labor market needs, to delineate the place and role of engineering education within the broader framework of workforce training, and to develop strategies for transforming the engineering workforce preparation system. It is proposed that the formation of these strategies be implemented through the synchronization of educational programs, the introduction of innovative teaching methods, and the enhancement of qualifications for educators, scientists, and researchers in partnership with industrial companies. The research findings are based on an analysis of scientific publications regarding engineering workforce preparation issues and a survey conducted among experts in this field. As a result of the study, key directions for improving engineering education have been identified, which include active collaboration with industry, modernization of curricula, and professional development for educators, thereby facilitating the integration of technological innovations into the educational process.

The article examines various stages of development of the Russian higher education system after the 1990/91 academic year and related changes in the structure of personnel training in state (municipal) universities. Particular attention is paid to the structure of full-time admission to bachelor’s, specialist and master’s degrees in five constituent entities of the Russian Federation, which account for almost 40 % of full-time admission and more than 50 % of the income of state (municipal) universities from educational activities. It is shown that full-time admission carried out at the expense of the federal budget and full-time admission carried out at the expense of the population reflect the difference in preferences of the state and the population in the choice of areas of training and specialties. It is shown that full-time admission in the STEM group (natural sciences, technology, engineering and mathematics) in Russia as a whole approached half, and in the five regions analyzed exceeded 50 %, and a further increase in admission in this group may lead to a decline in the quality of engineering education.

This article is dedicated to the analysis of the quality assessment system for higher education in China, referred to as the “Five in One” framework. It comprises five interrelated mechanisms: institutional quality assessment, program accreditation, international accreditation of universities and programs, self-evaluation, and monitoring of the education system. The study emphasizes the significance of examining the specifics and developmental trends of the mechanisms and procedures for quality assessment in higher education in the People’s Republic of China as a condition for enhancing the preparation of highly qualified professional personnel. It is highlighted that the formation of a national quality assessment system for higher education is based on the adoption of best international practices while preserving and cultivating “Chinese specificity.” By comparing state educational policies regarding quality assessment, content, and procedures in China and Russia, the author concludes that there are divergent developmental trajectories. Furthermore, considering the necessity of strengthening cooperation between the two countries across all socio-economic spheres, including higher education, the analysis of differences in quality assessment approaches may be beneficial for further fostering interaction at both national and inter-institutional levels. The findings of this research hold particular significance in light of expanding collaboration and enhancing the mobility of students and faculty based on transparent mechanisms for recognizing educational quality, such as external evaluation and accreditation of educational programs.

This article investigates the perceptions of university leadership in Russia regarding the goals, effects, and barriers to the implementation of individualized educational trajectories (IETs) within the educational process. Based on 15 semi-structured interviews conducted with representatives of Russian universities’ administration (vice-rectors, directors, deputy directors of institutes, and heads of departments), conclusions were drawn concerning the key perceptions of the effects experienced by universities that have implemented IETs. These effects include economic (enhanced efficiency of the educational process in lower courses for greater flexibility in upper courses), organizational-management (updating curricula through faculty initiatives), and motivational (increased student engagement). Additionally, contradictions were identified between the perceptions of respondents with experience in implementing IETs and those without such experience. For instance, respondents evaluated economic effects differently: those who implemented IETs reported increased efficiency, while those who did not expressed concerns about rising costs due to the individualized approach to students. The analysis identified several categories of barriers: conservatism within the academic community, resistance to change (particularly regarding granting students the right to free choice), organizational-management issues in establishing new management processes, regulatory constraints imposed by existing standards and laws, and a methodological dilemma in balancing general education and professional components of educational programs. The findings contribute to the empirical foundation for a more comprehensive analysis of the phenomenon of individualized educational trajectories. The identified perceptions of effects and contradictions among respondents with varying experiences highlight the necessity for further research into the effects of individualization using more precise methods. A significant number of universities are already initiating pilot projects to implement IETs, which allows for the collection of longitudinal data for subsequent analysis of the obtained effects. This article will be of interest to senior management professionals who are developing their universities’ development programs and analyzing the feasibility of implementing new educational policies.

The widespread adoption of online formats in 2020 established a trend towards the development of online education and intensified the issue of assessing the quality of distance higher education programs. The subsequent necessity to adapt to the post-pandemic context prompted universities to develop both new online programs and innovative approaches to managing their quality. Despite the proliferation of online formats, there is a lack of publications analyzing the evolution of internal quality assurance mechanisms in such contexts. This study examines the dynamics of the emergence and transformation of internal evaluation and quality assurance models for university online programs from 2009 to 2023. The research compares 17 models focused on various aspects of the educational process, thereby tracing the evolution of internal quality assurance mechanisms. The analysis is conducted based on parameters identified through a literature review as well as during the course of the research itself. The results allow for the identification of three developmental periods for these models: experimental, transitional, and contemporary. Educational aspects that are present in all models within the sample (technologies, student-centered design, and online teaching) are distinguished from those characteristic only of some models (environment development, resource reuse, support for students, faculty, and staff, and communication). A description of the evolution of each aspect within the identified periods is provided, along with their connection to the concept of quality in online environments. This work may be beneficial for researchers in the field of quality assurance, higher education administrators, and educational policy specialists.

In recent years, universities have widely adopted courses and programs in online formats. Despite their advantages, online education necessitates a high degree of autonomy and self-regulation from students. Research indicates that the level of self-regulated learning predicts students’ success in online learning; however, students often possess insufficient skills in this area, presenting a barrier to the broad and effective implementation of online education in universities. Self-regulated learning skills can be developed through targeted interventions. This review presents an analysis of interventions employed in universities worldwide. There exists a vast diversity of interventions, yet only a relatively small number are supported by empirical data regarding their effectiveness. A necessary systematization and understanding of which characteristics of interventions most effectively foster the development of self-regulated learning skills is lacking. No prior studies have been conducted to construct typologies of interventions. This paper addresses this existing gap and proposes the development of a typology of interventions based on several criteria. Through the analysis of 68 interventions described in 62 articles, the following criteria for typology were identified: levels of student activity in the process of learning skills; the phase of the self-regulated learning cycle targeted by the intervention; the degree of task structuring; the presence and type of feedback on task performance; the stage of the course at which the intervention is implemented; and the duration of the intervention. The typology enables a shift from analyzing the effectiveness of specific interventions to examining their characteristics that contribute to the development of self-regulated learning skills. Further investigation into the impact of intervention characteristics on effectiveness will reduce resource expenditures on development and simplify the implementation process within university educational practices. The typology presented in this article, along with practical recommendations for implementing interventions into university programs, can serve as an effective management mechanism for maintaining high educational quality amidst the extensive growth of online learning. This work is of interest to researchers, educators, and university administration. The data provided can be utilized for designing effective interventions and for transforming university management systems to enhance students’ levels of autonomy and self-regulation.

The article is devoted to the age policy implemented by modern Russian universities and focused on largescale and accelerated rejuvenation of the scientific and pedagogical community. The relevance of the research topic is related to the problems of attracting and retaining young scientific and pedagogical workers (SPWs). The authors focus on the theory of academic rent, which makes it possible to explain the limitations of institutional and organizational measures to support university youth. The purpose of the article is to show monetary and non–monetary academic rents as a factor in attracting and retaining young graduates in universities. The article is based on research data carried out in 2024 using methods of analyzing documents and interviews with graduate students and applicants (n = 30 people) and SPWs of Russian universities (n = 30 people). At the theoretical level, the content of tangible and intangible elements of academic rent characterizing a group of young SPWs is disclosed. Based on the materials of an empirical study, the restrictive nature of financial support measures for young SPWs is shown. It was revealed that not all categories of young scientists and not all Russian universities have access to monetary rent. Only a part of the measures of financial support for young SPWs have signs of academic rent. Satisfaction with academic work and the prestige of the academic profession as elements of non-monetary academic rents do not bring dividends to young SPWs. The non-material “superprofit” of a part of the university youth is provided by membership in the institutions of representation of university youth. They serve as a launching pad for their career growth. Based on the ratio of two types of academic rent – monetary and non-monetary, the types of rent-oriented behavior of young SPWs (“ideological”, “pragmatists” and “ambivalent”) are identified and characterized. The practical significance of the research lies in the possibility of using its results to develop and improve programs for attracting and retaining young SPWs through the expansion of material and non-material academic rents and the development of scientific mentoring. The novelty of the study is because for the first time, the theory of academic rent is used to explain the problems of attracting and retaining young SPWs and the prospects for their consolidation in an academic career.

The study of students’ innovative attitudes becomes particularly relevant in the context of uncertainty, globalizing risks, and the rapidly changing labor market, where innovation and creativity are primary success factors. According to the author’s approach, innovative attitudes are interpreted as a composite of value orientations, motives, and behavioral patterns that shape an individual’s receptivity and inclination towards unconventional thinking, acceptance of change, and implementation of innovations; the university serves as a key social institution that fosters students’ innovative attitudes. The objective of this research is to examine the spectrum of students’ innovative attitudes within their system of life values, as well as to analyze the impact of subjective evaluations of the external environment on the formation of such attitudes and creative behavior. The empirical foundation of the study is based on a survey conducted among students enrolled in regional and capital universities in Russia (N = 840). The sample was constructed using targeted quotas; the quota characteristics included the city where the respondent studies and resides, as well as their field of study.

Analysis of student engagement in various innovative practices revealed that a significant portion actively participates in the development of creative projects, acquisition of new technologies, preparation of reports for scientific conferences, completion of professional development courses, and conducting research. This indicates the extensive capabilities of universities’ innovative infrastructure. However, approximately one-fifth of respondents reported not being involved in any elements of creative activity. Results from cluster analysis identified four primary types of student innovativeness: active innovators – who demonstrate high levels of engagement in project development, scientific research, and acquisition of new technologies; passive observers – who virtually do not participate in any innovative activities, with key motivators for creativity being largely insignificant to them; technological enthusiasts – who exhibit particularly high levels of involvement in creating software products and new technical solutions; developing innovators – who occupy an intermediate position, demonstrating some innovative activity but less than that of “active innovators.” The typology of innovative profiles obtained can be utilized for the development of targeted measures to support their creative and technological advancement. The novelty of this research lies in the identification of social types of students’ innovative attitudes, providing a characterization relative to value orientations and socio-demographic features of the student body.