Irina L. Uglanova, Junior Research Fellow, Center for Psychometrics and Measurements in Education, Institute of Education, National Research University Higher School of Economics.
Address: Bld. 10, 16 Potapovsky Ln, 101000 Moscow, Russian Federation. E-mai: iuglanova@hse.ru (corresponding author)

Irina N. Pogozhina, Doctor of Sciences in Psychology, Associate Professor, Department of Psychology of Education and Pedagogics, Faculty of Psychology, Lomonosov Moscow State University.
Address: Bld. 9, 11 Mokhovaya Str., 125009 Moscow, Russian Federation. E-mail: pogozhina@mail.ru

For the pedagogical principle of assigning comprehensible and adequate tasks to be implemented, allowance should be made for students’ individual levels of logical reasoning, which requires diagnostic measures for objective and quick assessment. Today, the “clinical method” allows the most comprehensive assessment of logical thinking within the Piagetian framework. However, this diagnostic measure is extremely resource-consuming, hence unsuitable for large-scale testing. An overview of literature shows that the existing standardized diagnostic measures require a great number of highly-qualified experts to review the scores and prepare feedback for teachers, instructional designers, practicing psychologists and researchers.
The article describes design methodology of an instrument to evaluate levels of logical reasoning that will allow automated scoring without sacrificing score meaning, eventually facilitating and accelerating the diagnostic measurement procedure. Implementation of these principles is analyzed using the example of computerized performance-based assessment of scenario-based problem solving in the form of stealth assessment of fifth- and seventh-grade pupils.

Ksenia V. Rozhkova, Junior Research Fellow, Laboratory for Labor Market Studies, Faculty of Economic Sciences, National Research University Higher School of Economics. E-mail: krozhkova@hse.ru (corresponding author)

Sergey Y. Roshchin, Candidate of Sciences in Economics, Head of the Laboratory for Labor Market Studies, Faculty of Economic Sciences, National Research University Higher School of Economics. E-mail: sroshchin@hse.ru

Address: 11 Pokrovsky Blvd, 109028 Moscow, Russian Federation.

Non-cognitive skills, shaped by genetics and early socialization experiences, are an important component of human capital that affects a number of social and economic outcomes throughout the life course, including individual educational choices. This study is focused on the contribution of non-cognitive skills to higher education trajectories: intention to study in college, probability of going to college, major choice, and college selectivity. The study uses data from the Russia Longitudinal Monitoring Survey of the Higher School of Economics (RLMSHSE) for 2011 and 2016–2018. Non-cognitive skills are measured using the Big Five personality traits and locus of control, the two most prominent psychological concepts in the field. Educational intentions of adolescents aged 15–19 and past educational choices of young people aged 23–29 are analyzed using probit models and multinomial and ordinal logistic regressions. The psychological traits of openness to experience, neuroticism, conscientiousness, and internal locus of control are found to be the most powerful factors affecting educational intentions and choices, but results vary as a function of gender and socioeconomic characteristics.

Dmitry B. Efimov, Leading Analyst, Centre for Institutional Research, National Research University Higher School of Economics.
Address: 11 Pokrovsky Blvd, 109028 Moscow, Russian Federation. E-mai: defimov@hse.ru

One of the key objectives in higher education governance today is to establish mechanisms for effective student representation. This paper, based on a study of the practices of 50 leading Russian universities — federal universities, national research universities, Project 5–100 universities, and universities included in the QS World University Rankings as of summer–fall 2020 — reveals and summarizes the key practices of university student representation (often referred to as student self-governance) existing in Russia at the turn of the 2020s. The following origins of institutional arrangements for student representation are identified: academic units, thematic clubs, student unions, dormitories, and personal teams of student leaders. The major types of student representation activities analyzed in the article include participation in shared governance, provision of information to other students and engagement in public interactions with them, and organization of mass cultural events for students. Most often, functions associated with shared university governance are restricted to formal membership in university boards and fulfillment of federal law requirements regarding local regulations and disciplinary action, rather than actual representation of students’ interests in university decision making on educational, social, and scholarship issues. Therefore, the governance agenda of student representatives is shaped much more by universities and their administrators than by students themselves.

Dmitry I. Zemtsov, Vice President for Development, Far Eastern Federal University. E-mail: zemtsov.d@gmail.com (corresponding author)

Ilya O. Yaskov, Deputy Vice President for Development, Far Eastern Federal University. E-mail: iyaskov@gmail.com 

Address: 10 Ajax Bay, Russky Island, 690922 Vladivostok, Primorsky Krai, Russian Federation. 

Informal student groups in Far Eastern Federal University exhibited significant activity and received essential support from the university administrators during the COVID‑19 pandemic. Since the pandemic burst out, the number of informal student groups known to administrators has only increased, counterintuitively. Our findings show that the value of informal student groups for participants in the educational process is comparable to that of formal education programs, although participation in such groups is not part of any formal requirements or explicit societal demands. A series of interviews was conducted with members of informal student groups (a volunteer community, a group of medical volunteers, associations of engineering and information technology students), faculty members, and administrators. Analysis of interview transcripts shows that informal student groups can be considered valuable in the university corporation as a way of entering a profession, as a response to the implicit societal demand for “maturity” and agency development in students, and as a means of “appropriating” the learning environment and becoming a member of the university corporation. At the same time, a number of respondents perceive self-organization within student groups as generally and intrinsically valuable. Our findings show that informal student groups have an unspoken value in themselves, supported by an equally unspoken societal demand for “collectivist education”, which is yet to be discussed.

Maria O. Abramova, Candidate of Sciences in Philosophy, Director of the Center for Sociology of Education, Institute of Education, National Research Tomsk State University. E-mail: abramova@mail.tsu.ru (corresponding author) 

Aleksandra V. Filkina, Candidate of Sciences in Sociology, Research Fellow, Center for Sociology of Education, Institute of Education, National Research Tomsk State University. E-mail: lexia@inbox.ru 

Elena V. Sukhushina, Candidate of Sciences in Philosophy, Dean of the Faculty of Philosophy, National Research Tomsk State University. E-mail: elsukhush@inbox.ru 

Address: 34a Lenina Ave, 634050 Tomsk, Russian Federation. 

The COVID‑19 pandemic has essentially jeopardized the internationalization processes in higher education. International travel restrictions, financial insecurities, and the introduction of distance learning formats have been posing serious challenges for international students. The present study is based on data obtained in a countrywide survey of Russian university students conducted in June—July 2021 as part of the project Research and Instructional Design Support for the Development of a Quality Measurement System in Higher Education During the COVID‑19 Pandemic and Beyond. International students’ perceptions of distance learning, its quality and challenges are analyzed. Judging from international students’ responses to the questionnaire, the process of their adaptation to the new study conditions has been routinized. Among the benefits of online learning, international students name the logistic ones such as mobility, relative cost-effectiveness, and optimization of time. Perceptions of the communication constraints related to learning from a distance are largely negative. In addition, international students perceive themselves as a more vulnerable category compared to Russian students and obviously gravitate toward in-person learning. For the most part, international students are ready for blended learning, but remote formats of communication and learning should be applied to them with more caution than with Russian students.

Anne Crowley-Vigneau, Candidate of Sciences in Political Sciences, PhD in Management, Associate Professor, MGIMO University. 
Address: 76 Vernadskogo Ave, 119454 Moscow. E-mail: acrowleyvigneau@yahoo.fr 

Andrey A. Baykov, Candidate of Sciences in Political Sciences, Dean, School of International Relations, Vice Rector for Research Affairs, MGIMO University. 
Address: 76 Vernadskogo Ave, 119454 Moscow. E-mail: baykov@mgimo.ru (corresponding author) 

Yelena Kalyuzhnova, Professor and Vice-Dean, Henley Business School, University of Reading, UK. 
Address: Henley Business School, University of Reading, Whiteknights, Reading, RG6 6UD, United Kingdom. E-mail: y.kalyuzhnova@henley.ac.uk 

Vera A. Gnevasheva, Doctor of Economics, Professor, MGIMO University. 
Address: 76 Vernadskogo Ave, 119454 Moscow. E-mail: Vera_cos@rambler.ru 

Tensions between modernization and stability in Russia have been widely analyzed in the economic and political spheres; yet in the higher education sector, studies have mainly focused on the dominant internationalization discourse and left the demand for support and stability in universities understudied. This paper analyzes the friction between modernization and stability in educational policies, identifying the difficulties experienced when internationalizing universities and the opportunities for national governments to support academics. Through a case study devoted to the Russian higher education sector, the authors establish that the rules adopted by the government to ensure that internationalization processes are beneficial to Russian universities and to the country as a whole bear a striking similarity with Local Content policies in other spheres. The survey of Russian academics conducted by the authors reveals that the large acceptance among them of internationalization of higher education is accompanied by expectations that the state will help with capacity building and protect them from the negative aspects of a rapid integration into the international educational space. An analysis of the findings points out the benefits and risks of helping universities and their staff in the transition to international competition. Adequately calibrated LC policies are shown to aid the internationalization of higher education as they help “rub the edges off” an intensive catch-up internationalization program and support what is a “fledgling industry” in its transition to international competition.

Nikita I. Kolachev, Research Assistant, International Laboratory of Positive Psychology of Personality and Motivation, HSE University. 
Address: Bld. 2, 4 Slavyanskaya Sq, 109240 Moscow, Russian Federation. E-mail: nkolachev@hse.ru (сorresponding author) 

Elena L. Rutkovskaya, Candidate of Sciences in Pedagogy, Senior Research Fellow, Laboratory for General Social and Humanities Education, Institute for Strategy of Education Development, Russian Academy of Education. 
Address: 16 Zhukovskogo Str., 101000 Moscow, Russian Federation. E-mail: elena.rut@mail.ru 

Galina S. Kovaleva, Candidate of Sciences in Pedagogy, Head of the Center for Assessment of Education Quality, Institute for Strategy of Education Development, Russian Academy of Education. 
Address: 16 Zhukovskogo Str., 101000 Moscow, Russian Federation. E-mail: galina_kovaleva_rao@mail.ru 

Anastasia V. Polovnikova, Candidate of Sciences in Pedagogy, Associate Professor, Department of Methods of Teaching History, Social Studies, and Law, Moscow City University. 
Address: 4 Vtoroy Selskokhozyaystvenny Pass, 129226 Moscow, Russian Federation. E-mail: avp.71@mail.ru 

Based on the OECD PISA financial literacy data released in 2020, Russian students’ strengths and deficits are analyzed to examine the relationship between financial literacy and a variety of factors. Regression analysis shows that both individual and school-related characteristics are significant predictors of students’ performance in financial literacy. In particular, when controlling for socioeconomic status (SES), non-cognitive factors, and school climate, 15-year-old girls score lower on financial literacy than boys of the same age (b = –7.04, p < .05). Family SES is positively associated with financial literacy scores (b = 15.24, p < .01), and school SES demonstrates an even stronger association (b = 35.78, p < .01). Among non-cognitive factors, interest in money matters (categorical variable) and confidence in dealing with money matters (b = 7.95, p < .01) play a significant role. Teacher behavior hindering learning has a negative effect on financial literacy (b = –4.72, p < .05). The findings are used to develop practical recommendations for promoting financial literacy, addressed to both teachers and parents.

Yuliya D. Kersha, Postgraduate Student, Junior Research Fellow, Pinsky Centre of General and Extracurricular Education; Lecturer, Department of Educational Programs, Institute of Education, National Research University Higher School of Economics. 
Address: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation. E-mail: ykersha@hse.ru 

The problem of socioeconomic inequalities in Russian education takes on particular significance in the context of massification and increasingly differential quality of higher education. Relevant research is mostly focused on individual student characteristics and regional aspects. Less often, researchers’ attention is attracted to school factors, such as school socioeconomic composition (SEC) — one of the most powerful school predictors of student achievement. The effect of school composition on students’ educational trajectories remains underinvestigated, although higher education is more important for life chances than school achievement. 
In the present study, Russian data (the Higher School of Economics’ project Trajectories in Education and Careers) is used for the first time to measure the effect of school SEC on educational choices and chances of getting into college. This effect is analyzed successively for key decisions and outcomes at every stage of long-term educational trajectories. Analysis is performed with due regard to the specifics of Russian education and the sorting of students into the academic and hybrid tracks in pursuit for college degrees. 
School composition is found to be positively associated with proceeding from middle to high school, obtaining a college degree, and pursuing a Master’s degree. The largest influence of school SEC on college enrollment is observed for students who enroll in vocational studies after middle school. The compositional effect is extremely robust and persists even when student achievement and family characteristics are controlled for. Adding school SEC to the model offsets the effect of individual socioeconomic status on the likelihood of going to college, which means that exclusion of SEC from analysis may lead to invalid inferences in educational research. The effects detected cannot be explained by differences in achievement, so it would be reasonable to explore the social mechanisms behind the compositional effect in further research. School desegregation measures suggested on the basis of prior findings may turn out to be hasty and overly drastic in practice.

Valeria A. Ivaniushina, Doctor of Sciences in Biology, Leading Research Fellow, Laboratory of Sociology in Education and Science, National Research University Higher School of Economics (St. Petersburg). E-mail: ivaniushina@hse.ru (corresponding author) 

Darya K. Khodorenko, Analyst, Laboratory of Sociology in Education and Science, National Research University Higher School of Economics (St. Petersburg). E-mail: dkhodorenko@hse.ru 

Daniil A.Alexandrov, Doctor of Sciences in Biology, Head of Laboratory of Sociology in Education and Science, National Research University Higher School of Economics (St. Petersburg). E-mail: dalexandrov@hse.ru 

Address: Bld. 2, 55 Sedova Str., 192171 St. Petersburg, Russian Federation. 

This article looks into methodological issues in the assessment of bullying, providing cross-national bullying statistics and discussing the possible causes of essential variation in prevalence rate estimates. Individual- and school-level characteristics of bullying are described based on the results of a large-scale representative survey of school students (201 schools, 18 433 students) in Kaluga Oblast (Russia). Our findings show that 15.3% of all students in grades six through nine become victims of bullying during the school year, which is in line with the data obtained in the Health Behavior in School-Aged Children (HBSC), a WHO cross-national study, carried out on a nationally representative sample in Russia. In the age cohort analyzed, prevalence of bullying is the highest (19.4%) among sixth-graders and the lowest (11.1%) among ninth-graders. Girls and boys are bullied at approximately the same frequency, but boys are exposed more to physical abuse while girls are more likely to be victimized verbally and socially. Prevalence rates of bullying behavior vary dramatically across schools, from 0 to 40% of students in a school being exposed to bullying during the school year, yet the prevalence of bullying is unrelated to schools’ structural characteristics (type, urban/rural, size, socioeconomic status). The relationship between school climate and bullying is discussed in the article, and further avenues of research are outlined.

Yulia Y. Dyulicheva, Candidate of Sciences in Mathematical Physics, Associate Professor, V.I. Vernadsky Crimean Federal University. 
Address: 4 Akademika Vernadskogo Ave, 295007 Simferopol. E-mail: dyulicheva_yu@mail.ru 

In this paper, math anxiety descriptions are extracted from Massive Open Online Course (MOOC) reviews using text mining techniques. Learners’ emotional states associated with math phobia represent substantial barriers to learning mathematics and acquiring basic mathematical knowledge required for future career success. MOOC platforms accumulate big sets of educational data, learners’ feedback being of particular research interest. Thirty-eight math MOOCs on Udemy and 1,898 learners’ reviews are investigated in this study. VADER sentiment analysis, k-means clustering of content with negative sentiment, and sentence embedding based on the Bidirectional Encoder Representations from Transformers (BERT) language model allow identifying a few clusters containing descriptions of various negative emotions related to bad math experiences in the past, a cluster with descriptions of regrets about missed opportunities due to negative attitudes towards math in the past, and a cluster describing gradual overcoming of math anxiety while progressing through a math MOOC. The constructed knowledge graph makes it possible to visualize some regularities pertaining to different negative emotions experienced by math MOOC learners.

Nazar K. Agakhanov, Candidate of Sciences in Mathematical Physics, Associate Professor, Moscow Institute of Physics and Technology, President of the Central Content and Methodology Committee of the All-Russia Mathematical Olympiad for School Students, member of the International Mathematical Olympiad (IMO) Board. 
Address: 9 Institutsky ln, 141701 Dolgoprudny, Moscow Oblast, Russian Federation. E-mail: nazar_ag@mail.ru (corresponding author) 

Olga G. Marchukova, Candidate of Sciences in Pedagogy, Senior Lecturer, Department of Education and Psychology, Tyumen Oblast State Institute of Regional Education Development. 
Address: 56 Sovetskaya Str., 625000 Tyumen, Russian Federation. E-mail: vera-nadegda@bk.ru 

Oleg K. Podlipskii, Candidate of Sciences in Mathematical Physics, Associate Professor, Moscow Institute of Physics and Technology, Vice-President of the Central Content and Methodology Committee of the All-Russia Mathematical Olympiad for School Students. 
Address: 9 Institutsky Ln, 141701 Dolgoprudny, Moscow Oblast, Russian Federation. E-mail: ok@phystech.edu 

The evolution of math Olympiad training for school students in Russia since the second half of the 20th century is analyzed in this article in the context of sociocultural transformations and changes in the post-industrial society’s didactic knowledge. A retrospective analysis of a large body of empirical data (organization charts and content of the All-Union and All-Russia Mathematical Olympiads for school students in 1974–2021 and the International Mathematical Olympiads in 1994–2020) reveals trends in the development of the mathematical Olympiad movement, in particular changes in the network infrastructure of mathematical Olympiads, objectives and content of Olympiad problems, Olympiad material design practices, and value-and-meaning orientations of math Olympiads. Accordingly, new approaches are proposed to prepare school students for math competitions. 
Analysis of changes allows substantiating the insufficiency of the “cognitive-reproductive” method of school student training widely applied both in Russia and beyond, which is based on a thematic principle of selecting problems by content and demonstrating examples of their solving to students. This method does not conform to the objectives of contemporary math competitions. 
Today, it is important to find and recognize the potential for mathematical creativity in solving problems within multidisciplinary professional spheres. The goal of modern Olympiad training is not only to teach school students a system of problem-solving procedures but also to promote their ability to identify the semantic structure of problems in order to pick adequate solving strategies. The assumption that Olympiad math problems can be classified by the logic of their solutions is supported by a relevant taxonomy of Olympiad math problem solving techniques.

Olga V. Vasileva, Candidate of Political Sciences, Head of the Sociology of Race and Ethnicity Center, Senior Research Fellow, Institute for Humanities Research and Indigenous Studies of the North, Siberian Branch of the Russian Academy of Sciences. E-mail: ovasileva.igi@mail.ru (corresponding author) 

Vasilii E. Okhlopkov, Doctor of Sciences in Sociology, Senior Research Fellow, Institute for Humanities Research and Indigenous Studies of the North, Siberian Branch of the Russian Academy of Sciences; Director of the Autonomous Subdivision of the Russian Public Opinion Research Center in Yakutsk. E-mail: suottu@gmail.com 

Address: 1 Petrovskogo Str., 677027 Yakutsk, Russian Federation. 

Today, many ethnic minorities belong to the so-called “culture of poverty”, and education can be a major vehicle of upward social mobility for such groups. This article explores the characteristics of school education in the indigenous small-numbered peoples of the North living in the Sakha Republic (Yakutia) of Russia, the educational trajectories pursued by indigenous youths, and how their preferences are influenced by national education policy and the ethnic component of education. 
Data from a sociological survey of youth in areas of compact settlement of the indigenous peoples of the North and Unified State Exam (USE) scores served as the empirical basis of this study. Analysis of indigenous education policy documents allows making an inference that, even though the problems of teaching indigenous languages and setting up nomadic schools have been widely discussed, approaches to solving them are rather formalistic. At the same time, little attention is paid to problems experienced by stationary schools located in areas of compact settlement of the indigenous peoples of the North, which has negative effects on children’s starting opportunities and the development of their educational strategies. Interest in higher education has been noticeably decreasing among young people aged under 19, and educational inequality in the Sakha Republic (Yakutia) has been exacerbated by the COVID‑19 pandemic. For the indigenous small-numbered peoples of the North, social mobility opportunities hinge upon Internet access, so low levels of education digitalization in localities inhabited by indigenous peoples (compared to regional and national levels) predict a negative scenario for social wellbeing of this category of population.

Alexey I. Lyubzhin, Doctor of Sciences in Philology, Head of the Department of History, Dmitry Pozharsky University; Research Fellow, Laboratory for Interdisciplinary Analysis of Society, Culture and History (IASCH), National Research University Moscow Institute of Physics and Technology. 
Address: 9 Institutsky Ln, 141701 Dolgoprudny, Moscow Oblast, Russian Federation. E-mail: vultur@mail.ru 

This article investigates into the structure and content of De l’instruction de Monsieur le Dauphin by François de La Mothe Le Vayer. Le Vayer describes the four pillars of the state — religion, justice, finance, and military power — speculating on how thoroughly a hereditary prince of France should study liberal and mechanical arts. He does not recommend the majority of subjects for detailed study, making an exception for rhetoric in the first place and adding three more important subjects: geography, ethics, and physics. In fine arts, according to Le Vayer, the king had better be an experienced connoisseur than a creator. He also describes pretty much in detail the physical activities useful for a king in waiting (swimming, dance, and armed martial arts are recommended, while running is not), as well as possible games and ways of entertainment. A large proportion of the treatise is devoted to proving the harmfulness of astrology, chemistry, and magic. The key principles underlying Le Vayer’s speculations are the “golden mean” and the use of general education as a basis, the elements of which he analyzes separately for applicability in the instruction of a hereditary prince.

Elena A. Drugova, Candidate of Sciences in Philosophy, Master of Education, Director of Scientific Institute of Advanced Learning Technologies, National Research Tomsk State University; Senior Researcher at the Network Research Center “Man, Nature, Technology”, Tyumen State University. E-mail: e.a.drugova@ gmail.com (corresponding author) 

Svetlana B. Veledinskaya, Candidate of Sciences in Philology, Director of the Center for Continuing Education and Professional Development, National Research Tomsk State University. E-mail: sbv@ido.tsu.ru 

Irina I. Zhuravleva, Master of Education, Analyst, Scientific Institute of Advanced Learning Technologies, National Research Tomsk State University. E-mail: izhuravleva235@gmail.com 

Address: 36 Lenina Ave, 634050 Tomsk, Russian Federation. 

According to the authors of the joint monograph Rethinking Pedagogy for a Digital Age: Principles and Practices of Design, not only does the digital society shape the demand for new skills and methods of learning how to learn but it also generates challenges in economy, digital security, privacy, and ethics. From this standpoint, the authors show how instructional design responds to the challenges of digitalization, what should be taught to modern students, what learning outcomes students need, what kinds of resources, technologies and learning environments are required, and how the teacher’s role is changing. Part One, Theories and Principles, looks for foundations for instructional design decisions, suggesting three perspectives: associationist, cognitive and situative. Learning activities are shown as the focus of instructional design, and learning outcomes are understood as clearly defined changes expected from the learner. Ideas for collaborative online and blended learning designs for learning communities are put forward as a response to the growing demand for methods of social learning in online environments. Part Two, Practices, analyzes the results of over ten years’ work with teachers. A number of cases from Australian and British universities are used to demonstrate how pedagogical design projects helped solve the strategic problems of introducing a new framework of graduate attributes, promoting teacher research and its deeper integration into the learning process, and organizing a mass transition to blended learning. Part Three, Influences and Futures, addresses the challenges and prospects of instructional design for mobile and professional learning, providing a critical analysis of the datafication of education and learning analytics. 
This monograph is an important step toward rethinking the role of pedagogical design in the coming age of digital reality. The principles of instructional design are discussed and adjusted by the authors with due regard to the ongoing transformation of the student and teacher roles, learning environment, and expected learning outcomes. The ideas expressed in the book become especially relevant amidst the emergency digitalization of education during the COVID‑19 pandemic and the high demand for a quality redesign of educational products.