Lomonosov Moscow State University. Diploma. Graduate School
RESEARCH, TEACHING, or OTHER INTERESTS
Social Sciences, Sociology and Political Science
35
Scopus Publications
Scopus Publications
Digital Communication of Students in the Information Age Ivan Adreevich Aleshkovski Istoriya, 2025 The demands of the information age actively stimulate changes and structural transformations in all social institutions and spheres of social life. The issue of the implementation, adaptation, and utilization of digital resources is particularly relevant for higher education, as this sector must promptly and effectively respond to the demands of all participants in the educational process, society and the labor market. Furthermore, it is imperative that higher education aligns with contemporary challenges and meets the level of technology development. At the same time, it is essential to maintain the quality of education, established and time-tested forms of interaction between teachers and students, and uphold as well as enhance the traditions and core values inherent to the Russian system of education. This paper examines Russian students’ assessments of the digital transformations of education and communication, as well as their impact on educational activities and interaction between teachers and university administration with students. The analysis is based on data from surveys of students of Russian universities conducted by the Center for Education Development Strategy of Lomonosov Moscow State University in 2020—2024. The study revealed that the COVID-19 pandemic has served as a catalyst accelerating the digital transformation of education, that digital information and communication technologies have become integral components of the educational process, shaping the predominant modalities of interaction between students and educators and exerting significant influence on both the design and content of education. Simultaneously, modern digital technologies present higher education with the imperative task of fostering and advancing students’ critical and analytical thinking, cultivating a reflective and relevant approach to the use of digital resources, including neural networks, promoting an understanding of network behavior and the fundamentals of security within the digital environment.
Features of educational trajectories and professional plans of students admitted to the university based on the results of school olympiads* Ivan Alеshkovski, Alexander Gasparishvili, O. V. Krukhmaleva, Н П Нарбут, N. E. Savina Rudn Journal of Sociology, 2025 Today the competition for talents, especially young ones, has intensified. This competition is complicated by the demographic situation in most developed countries, increasing competition in the labor market for “quality” resources, digitalization and the widespread penetration of artificial intelligence technologies. At the same time, preferences for one group of students inevitably give rise to discussions about educational inequality, a balance of social justice and the right to education. However, the group of talented students needs closer attention from society, support and assistance from the university. The article considers achievements, academic performance, motivation, educational and professional plans of Russian students who entered universities as winners and prize-winners of school olympiads and are rightly called talented youth. The empirical basis of the article is the data of the student survey conducted in 2024 (N = 64573); in the sample, a group of those admitted without examinations (based on the results of olympiads) was identified (N=915). As the survey results showed, students admitted to the university based on the results of school olympiads have higher educational demands, are more critical in assessing the quality of education and are more actively involved in academic, scientific and research work during their studies. Professional plans of this group are primarily related to research and education. The identified heterogeneity of students’ priorities requires programs and approaches that allow for the successful implementation of various educational demands, providing high-quality education and developing the necessary professional and personal competencies of future specialists in the interests of society. Universities need to improve work on supporting the talented youth, focusing on an individual approach, targeted involvement in research and maximum use of students’ potential in educational activities and professional development.
Electronic Social Networking Data for Analyzing University Communities: Prospects for the Use Ivan Alеshkovski Istoriya, 2024 The article considers methodological approaches to analyzing the network landscape of university-affiliated communities, as well as the information and communication space within these communities. The article develops a methodology of automated collection of open data on communities and their administrators of university communities in VKontakte, a social networking service. It explores a typology of university communities, which allows classifying them according to four criteria: the level of community organization, the direction of activity, the type of activity, and the method of management. The article also clusters communities by the size of the audience and the duration of functioning. The authors draw conclusions about the prospects of using electronic social networking data for the analysis of university communities and the possibility of clustering the published content.
Russian students on the potential and limitations of artificial intelligence in education Ivan Alеshkovski, Alexander Gasparishvili, N. P. Narbut, O. V. Krukhmaleva, N. E. Savina Rudn Journal of Sociology, 2024 The rapid entry of artificial intelligence (hereinafter AI) into all spheres of social life determines the need to consider ongoing changes and to conduct systematic sociological research. Education and science are key resources that, on the one hand, develop and improve AI technologies, but, on the other hand, fully experience the pressure of contradictions caused by new technologies. It is important for both the higher education system and society as a whole to understand how students react to new opportunities and technologies, how involved they are in the use of AI in their educational activities, and how they evaluate their experience of applying new technologies in learning. The article presents data on the Russian university students’ assessment of their personal experience of using generative AI models (neural networks) in educational activities, highlights the most popular AI functions, and evaluates students’ satisfaction with their use. The article is based on the survey of Russian university students conducted in 2023-2024 (N = 52919), which showed that, despite the current massive fascination with digital technologies and the use of neural networks, Russian students assess quite ambiguously their use in studies, and in senior years, this assessment becomes more critical and balanced (concerning the opportunities provided by AI). The survey data allows to conclude that the use of generative AI models in education requires a set of decisions on the direct regulation of its application and ethical issues, the thorough revision of the students’ forms of independent work, including final certifications and test tasks, and a search for constructive approaches to the use of AI to improve the quality of education and the work of the higher education system. Moreover, AI assigns the higher education system a task of developing students’ critical assessment of the results of interaction between a human being and a neural network, focusing on the limitations and capabilities of the generated information, and acceptable formats for its use in research and learning.
THE CHANGING LANDSCAPE OF RUSSIA'S EMIGRATION FROM 1990 TO 2020: TRENDS AND DETERMINANTS Ivan Aleshkovski, Alexander Gasparishvili, Alexander Grebenyuk Journal of Globalization Studies, 2023 The profound socio-economic and political transformations that have occurred in post-Soviet Russia had a significant impact on Russian emigration. Emigration is becoming increasingly threatening for Russia since it can lead to the loss of its demographic, socio-economic and intellectual potential. According to our estimates, the actual Russian emigration over the past 30 years significantly exceeds the official statistical figures. The present study identifies three main periods in the evolution of Russian emigration from 1990 to 2020 as well as different determinants of emigration, socio-economic characteristics of emigrants, and the emigration channels and routes. The study of the transformation of ‘push’ factors, the list of which tends to shift in the direction of narrowing the spectrum and increasing the influence of economically deterministic reasons for emigration, plays an important role in the research. The transition from one period to another was caused by socioeconomic and political changes in Russia, as well as by some changes in the migration legislation. At the third stage, which ended in 2020 because of the COVID-19 pandemic, the list of reasons for emigration narrowed significantly. Russian emigration in the specified became more diverse in terms of emigration channels and destination countries. To a certain extent, new Russian emigrants considered themselves as global citizens who were well aware of peculiarities of living and working abroad; they speak one or more foreign languages and have fewer difficulties in adapting to a new country. The study is based on the data from the Russian Federal State Statistics Service (Rosstat), foreign statistical agencies, the OECD and the UN DESA Population Division.
Peculiarities of the Formation of Educational Trajectories of Russian Students: Assessment and Opportunities I. A. Aleshkovski, A. T. Gasparishvili, O. V. Krukhmaleva, N. P. Narbut, N. Ye. Savina Vysshee Obrazovanie V Rossii, 2023 New geopolitical challenges that necessitate the formation of a nationally oriented education system require a multidimensional analysis, socio-cultural understanding and the search for new formats for the organization of higher education in Russia. In the conditions of the post-Bologna reality, Russia needs to create its own model of higher education, which will be able to provide the economy with highly qualified personnel, which will coopt all the best from the classical Soviet system of education and will be able to build on the national traditions, interests of students, their parents, teachers and employers. In this regard, it is relevant to analyze and evaluate the requests of nowadays students for these changes and the nature of those changes.The article is based on the materials of the authors’ sociological research (N=123977 people), conducted in 2022.The problematic area of the research supposed that the revision of the existing predominantly two-level (bachelor and master) structure of higher education requires a transition to the optimal and traditional for Russia model of the specialist program with the introduction of more flexible forms of work, the possibility of changing the educational trajectory in the learning process, the search for new ways of academic mobility and universities cooperation.The research data are compared with the data of similar works of Russian and foreign analysts. An analysis of the opinion of Russian students showed that in the process of learning and gradually entering a specialty, some students need certain changes in the chosen training program made upon admission. The possibility or impossibility of implementing these changes determines their motivation for learning, academic achievements, further educational and professional trajectories, and satisfaction with education in general. Based on the analysis done and the results obtained, the authors propose practical steps to form a new structure of higher education based on the specialist program. They suggest recommendations on the necessary changes in the legislative, organizational, educational and methodological nature related to this process.
Students’ engagement in research at the university: A sociological analysis N. P. Narbut, I. A. Aleshkovski, A. T. Gasparishvili, O. V. Krukhmaleva, N. E. Savina Rudn Journal of Sociology, 2023 One of the priorities of Russia’s scientific-educational policy is to increase the attractiveness of a career in science and higher education. The Russian government implements a number of federal programs aimed at involving the youth in research activities. Students’ research work is a traditional integral part of the educational process, an element of the generational continuity, of the formation and renewal of scientific schools, of tutoring and professional training. However, when students are involved in research, there are difficulties determined by the peculiarities of the organization of the higher education and by the students’ personal characteristics. The article considers the features of the participation of the Russian universities’ students in research, their scientific achievements and problems that limit or hinder their involvement in research activities, reduce their motivation and satisfaction with studies in general. The article is based on the survey of the Russian universities’ students, conducted by the Center for Education Development Strategy of the Moscow State University in November - December 2022 (N = 123977). The results of the survey show that, when studying at the university, students differ significantly in the quality and forms of training, realization of individual abilities and inclinations, level of motivation and requests for higher education. Therefore, the educational process should be organized in such a way as to comprehensively realize the students’ individual abilities, provide a flexible approach to educational trajectories and support the involvement of the majority of students in research activities.
Starting positions of university applicants and features of their further education: A sociological analysis* I. A. Aleshkovski, A. T. Gasparishvili, O. V. Krukhmaleva, N. P. Narbut, N. E. Savina Rudn Journal of Sociology, 2022 The article considers the features of students’ educational trajectories as depending on how they entered the university. A distinctive feature of the Russian system of higher education is various grounds for the educational transition “school-university”: the results of the Unified State Exam, school Academic Olympics in key subjects, employer-sponsored education, and quotas. These grounds seem to affect the further education of students and the quality of training and professional trajectories. At the same time, the resistance of the higher education system to external challenges, its sustainable competitiveness, modernization and the search for new forms and models of work with the talented youth are priority development tasks of the national higher education system. The article presents the results of the comparative analysis of the students’ motivation for learning, educational achievements, ideas about possible professional and educational trajectories. The analysis is based on the data of the Russian students survey conducted by the Center for Educational Development Strategy of the Lomonosov Moscow State University and RUDN University in November-December 2021 (N = 37457). The research findings show that at the stage of the transition from school to university, there is a very heterogeneous student inflow by quality and forms of training, individual abilities and inclinations, motivation and requests to the higher education. There is a special group - prize-winners of school Academic Olympics - of the most talented and promising applicants. The admission companies show that variable grounds for entering universities lead to certain conflicts and contradictions in the higher education system.
