ИНТЕГРАЦИЯ И БЕЗОПАСНОСТЬ
В СТРАНАХ АЗИАТСКОГО РЕГИОНА
INTEGRATION AND SECURITY IN ASIAN REGION
Research Article / Научная статья
УДК 316.4.06
DOI: 10.14258/SSI(2025)2-01
Modernization of Higher Education in Russia: New Challenges
and Strategic Guidelines
Roman V. Len’kov1
Natalia V. Karpova2
Irina M. Loskutova3
Elena N. Yudina1
1Russian State University of Social Technologies, Moscow, Russia,
lenkov@rgust.ru, https://orcid.org / 0000-0002-1223-9727
en.yudina@rgust.ru, https://orcid.org / 0000-0002-6507-310X
2Lomonosov Moscow State University, Moscow, Russia,
nvkarpova2020@mail.ru, https://orcid.org / 0000-0003-0994-3032
3Russian National Research Medical University named after N. I.Pirogov, Moscow, Russia,
loskutova07@yandex.ru, https://orcid.org / 0000-0003-4939-6045
Abstract. e article analyzes the problem of qualitative restructuring of the domestic higher
education in the context of Russia’s withdrawal from the Bologna process. e authors associate
strategic guidelines for the modernization of education with the need to create a domestic creative
system of education of the future, gaining scientic and educational sovereignty. e results of a
Society andSecurity Insights № 2 2025 14
comparative analysis of issues put forward by experts and representatives of the professional com-
munity with contradictory positions and arguments regarding the withdrawal from the Bologna
process are presented. e article provides directions for searching for value-target guidelines for
reforming higher education in the transition period based on the axiology of sociological educa-
tion and the methodology of social didactics.
Keywords: higher education, Bologna process, bachelor’s degree, specialist’s degree, master’s
degree, educational sovereignty, modernization of education, sociology of education and science,
social didactics
For citation: Len’kov, R.V., Karpova, N.V., Loskutova, I. M., Yudina, E.N. (2025). Modernization of
Higher Education in Russia: New Challenges and Strategic Guidelines. Society and Security Insights,
8(2), 13-23. (In Russ.). doi: 10.14258/ssi(2025)2-01.
Модернизация высшей школы России:
новые вызовы и стратегические направления
Роман Викторович Леньков1
Наталья Владимировна Карпова2
Ирина Мироновна Лоскутова3
Елена Николаевна Юдина1
1Российский государственный университет социальных технологий, Москва, Россия,
lenkov@rgust.ru, https://orcid.org/0000-0002-1223-9727
en.yudina@rgust.ru, https://orcid.org/ 0000-0002-6507-310X
2Московский государственный университет имени М. В.Ломоносова, Москва, Россия,
nvkarpova2020@mail.ru, https://orcid.org/0000-0003-0994-3032
3Российский национальный исследовательский медицинский университет
имени Н. И.Пирогова, Москва, Россия,
loskutova07@yandex.ru, https://orcid.org/ 0000-0003-4939-6045
Аннотация. Встатье анализируется проблема качественной перестройки отечествен-
ной высшей школы в условиях выхода России из Болонского процесса. Стратегические
ориентиры модернизации образования авторы связывают с необходимостью создания
отечественной созидательной системы образования будущего, обретения научного иобра-
зовательного суверенитета. Представлены результаты сравнительного анализа вопросов,
выдвигаемых экспертами ипредставителями профессионального сообщества, спротиво-
речивыми позициями иаргументами относительно выхода изБолонского процесса. Даны
направления поиска ценностно-целевых ориентиров реформирования высшей школы
впереходный период наоснове аксиологии социологического образования иметодологии
социальной дидактики.
Интеграция и безопасность в странах Азиатского региона 15
Ключевые слова: высшая школа, Болонский процесс, бакалавриат, специалитет, маги-
стратура, образовательный суверенитет, модернизация образования, социология образо-
вания инауки, социальная дидактика
Для цитирования: Леньков Р. В., Карпова Н.В., Лоскутова И.М., Юдина Е.Н. Модерни‑
зация высшей школы России: новые вызовы и стратегические направления // Society and
Security Insights. 2025. Т. 8. № 2. С.13-23. doi: 10.14258/ssi(2025)2-01.
Introduction
A signicant event for Russian higher education was the decision of Russia to re-
fuse to participate in the Eurocentric Bologna Process and the adoption of a strategic
decision to create its own education system. is gives hope that our country will gain
scientic and educational sovereignty, ensuring that each student is provided with the
maximum space of opportunities, without making the national system of assessing re-
search results dependent on Western methods of scientometric analysis of academic
achievements. It should be noted that this does not mean a rejection of multilateral co-
operation, openness and exibility. What is meant here is a demonstration of commit-
ment to the ideas of humanism, the spiritual and moral values of the native culture, and
the principles of Russian civil identity. At the same time, this is “the unique ability of our
scientic and pedagogical school to educate and develop world-class scientists and spe-
cialists with a broad outlook, fundamental knowledge, independent intellect and pow-
erful creative intuition”1.
Today harmonization based on the idea of sovereignty should become an impetus
for serious changes at modernization of the higher education sector, including applying
new approaches to managing its perspective development. It is necessary to return to the
Soviet experience of identifying and considering the needs for specialists capable of suc-
cessfully working in problem regions and in priority development sectors.
ere is a need for sociological expertise of the possibility of hybridizing various
forms and contents of education, as well as a comprehensive assessment of the perfor-
mance of Western education standards in Russian conditions.
Exit from the Bologna Process and a New System of Domestic Higher Education
Russian Ministry of Education and Science called the 20 years period of “harmo-
nization of the architecture of higher education” in the Bologna manner “a bygone era”
by the rightly believing that “the Bologna system can no longer cope with the tasks of
accelerated technological development and modernization of the Russian economy, and
therefore does not meet the interests of our country”2.
In 2023, a pilot project aimed at changing the levels of professional education was
launched. Six universities are participating in its implementation: Immanuel Kant Bal-
tic Federal University, Moscow Aviation Institute (MAI), University of science and tech-
1 Mironov S. We are obliged to protect the scientific and educational sovereignty of
Russia [My obyazany zashchitit” nauchno-obrazovatel”nyj suverenitet Rossii]. URL: https://
spravedlivo.ru / 10588510 / (date of access: 25.01.2025)
2 Russian universities will soon develop educational programs for a period of 4-6 years
[Rossijskie vuzy v blizhajshee vremya razrabotayut obrazovatel'nye programmy srokom na 4-6 let].
URL: https://tass.ru/obschestvo/17113889/ (date of access: 25.01.2025)
Society andSecurity Insights № 2 2025 16
nology (MISIS), Moscow State Pedagogical University, Saint Petersburg Mining Univer-
sity, and National Research Tomsk State University. ese universities have developed
and are implementing 173 new educational programs covering more than 5 thousand
students3.
Within the framework of the project, new levels of higher education have been
identied: basic education, corresponding to bachelor’s and specialty degrees, and spe-
cialized, covering master’s, residency and assistantship internship programs; profes-
sional education, including postgraduate studies. e rst level (“base”) is designed for
training lasting from 4 to 6 years. Basic education should provide an interdisciplinary,
practice-oriented approach to training personnel. According to the head of the Russian
Ministry of Education and Science V. N.Falkov, it is necessary to move away from the
opposition between bachelor’s and specialist’s degrees towards discussing the exibili-
ty of the terms of study; a balance should be ensured between the fundamentality and
applicability of knowledge. At the same time, the same program may have dierent im-
plementation deadlines, based on the needs of the labour market, the results of consul-
tations with employers and “regulators”— industry ministries (Ministry of Transport,
Ministry of Agriculture, Ministry of Health, etc.).
e second level (specialized) should, rstly, provide in-depth industry training
for personnel, secondly, move away from two years in favor of variable training based
on employers’ requests (1–3 years) and, importantly, access to it is possible only for stu-
dents who have mastered the “base”. It is also proposed to divide specialized education
into academic and professional. Academic education corresponds to the priorities of
scientic development and should be fully nanced from the federal budget. Profes-
sional education, which has direct beneciaries— employers from the industrial sec-
tor, should have exible nancing schemes, including from large corporations, indus-
tries or individuals.
As a result, there will be fewer specialized level programs corresponding to the cur-
rent master’s degree programs in the new higher education system. Most students will
receive basic higher education in bachelor’s or specialist’s degree programs. Specialized
education will be required for a small number of students who plan to gain advanced
knowledge in a professional eld, or to engage in management or research activities in the
future. It is assumed that a graduate of an educational institution with a basic higher edu-
cation will be able to build a career without a master’s degree.
Of course, this requires large-scale work with the labor market and employers
in terms of changing qualication requirements in real sectors of the economy. e
experimental stage of the pilot project is designed to last until 2026, aer which the
new levels of higher education will become mandatory for universities. e Russian
Ministry of Education and Science also plans to revise the regulatory framework,
develop a new mechanism for forming admissions targets, and draw up educational
programs by the beginning of 2025.
3 The Russian President signed a decree on the launch of a pilot project to change the
levels of professional education [Prezident Rossii podpisal ukaz o zapuske pilotnogo proekta po
izmeneniyu urovnej professional'nogo obrazovaniya]. URL: https://minobrnauki.gov.ru/press-center/
news/novosti-ministerstva/67889/ (date of access: 25.01.2025)
Интеграция и безопасность в странах Азиатского региона 17
Special attention should be paid to postgraduate studies, which in the new system
of higher education will represent professional education aimed at training highly qual-
ied personnel. ose who have received a basic higher education, but with a period of
study of at least ve years (specialist), as well as graduates of the master’s degree will be
able to enroll in postgraduate studies. e specicity of postgraduate studies will be its
focus on scientic and scientic-pedagogical activity. In addition, the Russian Ministry
of Education and Science, together with universities and the scientic and professional
community, will work on updating the list of scientic specialties and areas of training,
educational programs, and improving the distribution of admissions targets.
According to Russian experts, consideration of the stated topic requires an appeal
to the capabilities of the social and humanitarian sciences that study man in the sphere
of social, spiritual, public and cultural life, including when it comes to the value-targeted
foundations of “personal and civic education of youth” (Zamaraeva, 2022). e problem
of strategic management of higher education modernization in Russia actualizes a spe-
cial direction of social knowledge and social practice, integrating social and humanitar-
ian knowledge with scientically based development of solutions to current and future
problems based on sociocultural diagnostics and project technologies (Tikhonov, 2017).
Historical Challenge and Russian Higher Education
e mission of higher education is to create conditions for the production, preser-
vation and enhancement of scientic knowledge, spiritual values and cultural norms.
is involves the relevant educational institutions should solve fundamental and applied
problems in the widest possible range: from training certied specialists with higher ed-
ucation and conducting research to diagnostics and forming public opinion.
It is fair to say that the long history of the rst and main Russian university— Lo-
monosov Moscow State University, is an integral and important part of the history of
the Russian intelligentsia, representing at the same time the elite of society, the elite of
education and science, and the elite of the creative spirit. So, the modern historical chal-
lenge poses tasks, consisting of preserving existing in our country positive elements of
the worldview and transforming the social heritage in the direction of its rationaliza-
tion, as well as in the formation of moral guidelines and ethical self-restraints that keep
scientic and technological progress under ecient management (Khvedchenya, 2002;
Kogan, 1996; Krasnova, 2023; Narkhova, 2019).
e transformation of the values of Russian education is oen associated with a
change in the life orientations of individuals. Many scientists believe that the signi-
cance of value lies in its ability to satisfy a need, to “correspond to an interest, and the
content of any value relationship increasingly represents an individualized measure-
ment of the phenomena of material and spiritual culture, educational and social reali-
ty” (Osinina, 2022; Yakovleva, 2022). erefore, the problem of forming a value system
for a future specialist (teacher, lecturer and researcher) should receive special attention
from the professional, pedagogical and academic community. Students of pedagogical
universities, in the process of professional training, determine the content of the world-
view that shapes the personality of their future pupils for many years. Such a pedagogi-
Society andSecurity Insights № 2 2025 18
cal system, realizing itself as a set of life principles and guidelines, acts as the basis for so-
cial regulation and determines the content of future education (Krasnoshchekova, 2017).
Assessments and opinions of the professional and pedagogical community on
Russia’s withdrawal from the Bologna process
e rst reaction to the information about the withdrawal from the Bologna pro-
cess was restrained. e Russian Ministry of Education and Science described this pro-
cess as gradual, which allowed the issue of education reform to be put on “pause”. e
head of the education department declared that “the search for a specic vector of devel-
opment of education that will provide such broad opportunities for young people that do
not exist in other countries, since here it is impossible to rebuild everything overnight”4.
• As a starting point for the analysis of the problem of Russia’s exit from the Bo-
logna process and strategic management of the modernization of higher education, do-
mestic researchers studied some controversial positions and arguments of students and
teachers of domestic universities (N= 220). e study involved 40 universities, including:
Lomonosov Moscow State University, Moscow State Linguistic University, Russian Pres-
idential Academy of National Economy and Public Administration, Peoples’ Friendship
University of Russia, National Research University Higher School of Economics, Finan-
cial University, and Bauman Moscow State Technical University. An important result,
reecting the general background of the problematic eld, was the retreat of almost half
of the respondents in making this decision. is partly shows that representatives of the
pedagogical community presence “in a state of uncertainty, unwillingness to leave the
zone of the immediate environment (written plans and programs, developed education-
al and methodological complex)” (Krupchenko, 2020; Krupchenko, 2023).
Here are the most interesting results of a comprehensive analysis of the assessments
and opinions of experts and representatives of the pedagogical community:
• About two thirds of respondents believe that the labor market is not adapted to
the Bologna process. e respondents associate this statement with the “bachelor’s de-
gree” level, in particular. e respondents also assess in training at the master’s degree
program, which is not continuous with the direction of the bachelor’s degree as a serious
problem (Krupchenko, 2023).
• 26% of respondents are concerned about the issue of returning to the special-
ist degree, which, in their opinion, could doom the Russian education system to com-
plete isolation and non-recognition. However, “we note that the world’s leading univer-
sities (USA, India, China, etc.), as well as countries of the Asian and African continents,
did not join the Bologna process, which did not prevent them from developing nation-
al education systems”5.
4 The updated education system in Russia may be launched in 2025 [Obnovlennuyu sistemu
obrazovaniya v Rossii mogut zapustit' v 2025]. URL: https://ria.ru/20220803/obrazovanie-1806876891.
html (date of access: 25.01.2025)
5 Foreigners can apply to study at Russian universities… [Inostrantsy mogut podat' zayavki
na obucheniye v rossiyskikh vuzakh…]. URL: https://russkiymir.ru/news/310475/ (date of access:
25.01.2025)
Интеграция и безопасность в странах Азиатского региона 19
• Almost half of the respondents agree with the position of the rector of Lo-
monosov Moscow State University, V. A. Sadovnichy, who supports creating “our own,
strong education, and not copying foreign models”6. Respondents supported his opin-
ion regarding the return of the valuable quality of fundamentality to university educa-
tion. e Russian President also drew attention to this circumstance in his 2023 Address
to the Federal Assembly, noting that new technologies are almost always based on fun-
damental research and that we must give scientists greater freedom for creativity. e
Head of State concluded that our youth should have new opportunities, not problems,
for quality education, employment and professional growth7.
• 60% of respondents supported the need for active involvement of students in re-
search work at the university. is issue also attracted interest in the context of a study
conducted jointly with the editorial board of the journal “Higher Education in Russia”,
which identied the “fact of a sharp decline in the number of students participating in
scientic work as paradoxical” (Ambarova, 2022).
• One of the successful examples of involving students in scientic work is the
work of the section “Sociology and social analytics in the context of a project-network
society: problems and development guidelines” of the annual All-Russian scientic and
practical conference “Student Spring of RSU SocTech-2024”, organized by the Depart-
ment of Sociology and Media Communications of the Russian State University of So-
cial Technologies. e conference program included presentations by 3rd–4th year un-
dergraduate students and 2nd year master’s students majoring in Sociology. e speakers
had the opportunity to present for discussion analytical materials prepared by them
within the framework of the disciplines “Applied sociological research” and “Manage-
rial consulting and social analytics”. Also, nal year bachelor’s students had the oppor-
tunity to test the obtained results, the validity of conclusions and recommendations for
their nal qualifying works.
In this regard, among the reasons that motivate students to engage in scientic ac-
tivity, two main ones can be identied: “in-depth study and consideration of complex
sections and topics of the programs of academic disciplines”, as well as “the inuence of
the scientic and pedagogical sta of the university”. is fact was diagnosed and con-
rmed during a survey of the winners of the student grant competition (N= 200) within
the framework of the Program for the Development of Student Associations “e State
University of Management— 95 years. Vector of Development of Youth Competencies”
(Balashov, 2016).
More than 70% of respondents supported the opinion that training at a universi-
ty should be “an element of preparation for future professional activity” (Krupchenko,
2023).
6 Rector of Moscow State University: there will be no radical educational reforms in Russia.
[Rektor MGU: v Rossii ne budet radikal'nyh obrazovatel'nyh reform]. URL: https://www.kommersant.
ru/doc/5395686/ (date of access: 25.01.2025).
7 Address of the President to the Federal Assembly from 21.02.2023 [Poslanie Prezidenta
Federal'nomu Sobraniyu ot 21.02.2023]. URL: http://kremlin.ru/events/president/news/70565/ (date
of access: 25.01.2025)
Society andSecurity Insights № 2 2025 20
An example illustrating the interdisciplinary direction of training specialists is the
author’s approach to teaching technologies of social forecasting and modeling to 2nd-
year students of the master’s program in the eld of “Sociology” of the RSU SocTech for
professional purposes. We believe that the discipline of “Social Forecasting and Model-
ing” is becoming, to a certain extent, universal, carrying human-centered information
for the management sphere. It creates a social and humanitarian foundation for the val-
ue basis of personal and civic education of young people in the context of the axiology of
sociological and managerial education. is discipline is a carrier of professional knowl-
edge that contributes to the formation of prognostic professional communicative com-
petence of a future specialist within the framework of social didactics, aimed at the for-
mation of social intelligence, preparing students to overcome social barriers and solve
socially signicant problems (Lenkov, 2016).
Conclusion
In response to the challenges of Russia’s withdrawal from the Bologna Process, it is
necessary to turn to social didactics, the principles of which fully ensure the maximum
openness of universities for domestic society. In our opinion, social didactics best de-
nes the normative basis for the modernization of the national higher education system.
e relevance of social didactics is determined, rstly, by the need for theoretical justi-
cation of the tasks facing the executive authorities of the constituent entities of the Rus-
sian Federation, which are related to the problems of the state status of universities and
social partnership. Secondly, the importance of social didactics lies in expanding the
sphere of inuence of universities as activators of the coordination of relationships be-
tween social institutions in the educational space. Priority here is given to the personal-
ity of the student, his individual trajectory of mastering the social experience of solving
socialization issues. Under these conditions, the learning process becomes social, and
the learner’s personality becomes a key component of society (Masharova, 2023).
Also, the guideline for the formation of a creative domestic system of higher educa-
tion should include social axiology, which is a moral regulator that transforms the goals
of state educational policy into meta-subject and subject tasks of academic disciplines.
e attention of the academic community should be focused on the national goals of the
state for the period up to 2030, in particular, on creating conditions for the education of
a harmoniously developed and socially responsible individual based on the spiritual and
moral values of the peoples of Russia, historical and national-cultural traditions8.
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INFORMATION ABOUT THE AUTHORS / СВЕДЕНИЯ ОБ АВТОРАХ
Roman V. Len’kov — Cand. Sci. (Economics), Associate Professor at the
Department of Sociology and Media Communications, Russian State University of
Social Technologies, Moscow, Russia.
Роман Викторович Леньков — канд. экон. наук, доцент, доцент кафедры со-
циологии и медиакоммуникаций Российского государственного университета
социальных технологий, Москва, Россия.
Natalia V. Karpova— Cand. Sci. (Sociology), Associate Professor at the Department
of Social Technologies, Faculty of Sociology, Lomonosov Moscow State University,
Moscow, Russia.
Наталья Владимировна Карпова— канд. социол. наук, доцент, доцент кафе-
дры социальных технологий социологического факультета Московского государ-
ственного университета имени Ломоносова, Москва, Россия.
Irina M. Loskutova— Dr. Sci. (Sociology), Professor of the Department of Social
Work, Russian National Research Medical University named aer N.I. Pirogov, Moscow,
Russia.
Интеграция и безопасность в странах Азиатского региона 23
Ирина Мироновна Лоскутова— д-р социол. наук, доцент, профессор кафе-
дры социальной работы Российского национального исследовательского меди-
цинского университета имени Н.И. Пирогова.
Elena N. Yudina— Dr. Sci. (Sociology), Professor at the Department of Sociology
and Media Communications, Russian State University of Social Technologies, Moscow,
Russia.
Елена Николаевна Юдина— д-р социол. наук, профессор, профессор кафе-
дры социологии и медиакоммуникаций Российского государственного универ-
ситета социальных технологий, Москва, Россия.
The article was submitted 21.01.2025;
approved after reviewing 22.03.2025;
accepted for publication 14.05.2025.
Статья поступила в редакцию 21.01.2025;
одобрена после рецензирования 22.03.2025;
принята к публикации 14.05.2025.
