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Transition from the Soviet type of economy to a new market system showed the necessity in reforms at the secondary school level. Based on a literature review, this paper aims to reveal how the thinking about teaching economics has changed over the past three decades (1991-2021), and how this has affected teaching economics as a school subject in the Post-Soviet countries. The article illustrates these with the cases of Russia and Kazakhstan. For this paper, a narrative literature review methodology was adopted and scanned studies included only those published in English and Russian.

Drawing on the analysis of discursive shifts in the constructions of teachers' roles during the twentieth century in the Russian Federation, this paper argues that pedagogy becomes redefined based on the political elites' vision for the society's future. During the Soviet era, teachers were expected to play a key role in social transformation. In order to transform the world, they were expected to deploy humanistic pedagogy to help all students realise their potential. During the post-Soviet era, this vision was abandoned. As teachers were expected to fulfil the function of social control, they were called to adopt technocratic pedagogy that comprised principles of psychologisation, individualisation, pathologisation, and depoliticisation. Psychologisation of teachers' roles and pathologisation of diversity became deployed to "adapt students to the world" by addressing problems "within" students rather than in the society. The significance of this paper lies in demonstrating connections between shifting discourses of teachers' roles, pedagogy, and pursuit of social transformation or conservative social change.

This paper explores integrity dilemmas experienced by Russian academics in the context of building a world-class university. Interviews with professors and managers of major research universities in Moscow provide critical insights into the organisational and attitudinal incongruities generated by a coercive state--a challenge that Russia has been unable to rise above following the collapse of the Soviet Union. Scepticism as to the "master model" of competitive performance is evident in relation to the Russian 5-100-2020 excellence scheme, the overseers of which prioritise "reputation management" over integrity in governance and performance. In addition to exposing the consequences of deficient institutional autonomy, which prevail in the context of a post-totalitarian society, this paper calls for enhanced critical inquiry into university excellence programmes imposed by performativist and vanity-driven governments.

This paper examines the public education system in Vilna Governorate in the period between the second half of the 19th century and the early 20th century. This part of the paper analyzes the system's development in the period 1803-1880. In putting this work together, the authors drew upon a pool of statistical data published in Memorandum Books for Vilna Governorate in the period from the 1860s to the 1910s, as well as an array of statistical data on the Vilna Educational District published in the scholarly journal Zhurnal Ministerstva Narodnogo Prosveshcheniya. The authors also made use of several regulatory documents. The authors conclude by noting that the system of public education in Vilna Governorate had developed markedly distinct characteristics of its own. One of these characteristics was based on the motley ethnical and confessional composition of the area's population. As a consequence, in the period 1803-1880 the region witnessed two Polish uprisings, which would ultimately have an effect on its system of public education. At the same time, the development of the system of public education in Vilna Governorate had a set of features common to other regions within the Russian Empire as well. More specifically, there was a sharp rise in the number of educational institutions subsequent to the 1861 reform, and afterwards there was a drop in that number in the second half of the 1870s.

This paper is relevant due to the need to find the mechanisms of overcoming social destruction caused by people's current personal alienation of the "Other," as well as alienation of oneself as "Another." The problem is considered in the context of the modern society's growing need for the creation of a community that adheres to diversity and inclusive values as integral conditions of individual existence. The concept of the evolution of inclusion as a modern culture universal, presented in the paper, expands the ideas about it and its addressees. The author emphasizes that the subject of inclusion is absolutely every human in need of self-realization in the society, a career of unique features and precious for the progress of human civilization. The authors emphasize that every born human is the subject of inclusion with the need for social realization, as the career of unique individual features which are the highest value for the social progress of human civilization. The authors urge to draw the attention of the scientific community to the lack of systematic reflection of this phenomenon, which manifests itself today in all areas of activity in the global format. This approach allows us to trace the formation of inclusion as a modern cultural universal, which this work is devoted to. The main instrument of the formation of inclusion is the creativity that actualizes its new perception as the process of getting the creative joy from the joint co-creative artistic activities that contribute to the ongoing personal development.

This mixed-methods ethnographic case study examines the socio-historical origins and current lived experiences of students at one Russian university to understand the role of a university education as an environmental factor in the development of a civic consciousness. Findings suggest that the institution has attempted to introduce liberal civic education reforms while competing with a system-wide civic passivity developed during the Soviet era. At the same time, the institution is balancing political neutrality and social development to effectively execute its mission in spite of increasing state control. Student voices suggest that human capital development remains a top priority, whereas civic development has been limited. This case study serves as a cautionary tale in light of oppression and compromises that higher education institutions have to make with the state. Moreover, countries with a similar Soviet legacy of an atrophied civic society can look to modest reform efforts to engage individual students in a way that can promote civic participation so long as the state allows civic development to occur. This paper also addresses the implications of higher education's role within the context of the 2022 Russian invasion of Ukraine.

This paper focuses on the dynamics of education in the interplay of power and seduction as creatively displayed in Takarazuka Revue's performances re-enacting the major players of the Cold War: USA and Russia (rather than former Soviet Union). "Oceans 11" (cosmos troupe, 2019) and "Once Upon a Time in America" (snow troupe, 2020), on the one hand, and "Land of Gods" (cosmos troupe, 2017) and "Anastasia" (cosmos troupe, 2020), on the other hand, lavishly display subtle interactions of longing and belonging, ecstasy and rage, love and betrayal, envy, hatred and passion, while painstakingly building up irresistible tensions between the instances involved in the performative process: actresses, administrators, audiences. The theoretical support is delivered by Robert Greene's pragmatic elaborations in his seminal works "The 48 Laws of Power" (1998) and "The Art of Seduction" (2001): education is never a linear process between a 'master' and a 'disciple', but an interactive game, governed by the pursuit of joy in overcoming challenges and finding ingenious solutions.

The beginning of the 21st century is marked by systemic, economic and social transformations in Poland and Russia, that significantly affected the education system, including the education for persons with special needs. This paper is an attempt to present synthetically the changes relating to persons with disabilities. The current state of the education for children and youth with special needs will be considered due to the new education system, legal regulations, the school population, type of disability of pupils and the kinds of schools they attend. Compulsory education, which includes the level of primary and lower secondary schools, will be subject to a separate analysis. The article presents significant systemic changes in Polish and Russian education and the state development strategy in the sphere of social policy towards persons with disabilities. The new documents are analyzed that have led to important changes in policy direction with serious consequences in terms of the structure and curriculum of inclusive education in both countries. The paper introduces a review of the changes in policy direction with serious consequences in terms of the structure and curriculum of education for persons with special needs. A key objective of the paper will be to examine the new approaches to education of disabled persons in Russia and Poland and the subsequent changes in it.

The paper tries to reveal how the modern university education could respond to changes that take place in contemporary society development. The research has tried to follow the task of bridging the Academy and Society needs. Special emphasis is laid to the legal education as graduates of respective institutions are supposed to contribute to the global rule of law, human rights provision, equal access to public goods. The article explores the international state of affairs with regard to administrative law status, specifies latest developments in the Russian national legislation. Due to the fact that the Code of Administrative Court Procedure came into force in Russia the paper argues for legal education curriculum renewal and some disciplines replacement, provides legal, conceptual and theoretical grounds for the above change. The methodology included literature analysis, empirical study of educational standards requirements and further went on to draft recommendations about the changes in the degree course contents and specifics with regard to the latest developments in national legislation.

How and why did Russian education go from the enthusiastic liberalization in the early 1990s to the restoration of a Soviet-style system in the new century? Attempting to answer this question, the authors reassess and advance a theoretical model that they initially proposed fifteen years ago. While most research on education in transitional societies focuses on either institutional or ideological changes, this paper addresses both kinds of transformation from a unified theoretical perspective. In this context, the authors show how ideological tendencies that were registered already in the textbooks of 1990-1992 (nationalist orientations were emphasized side-by-side with a rehabilitation of the Soviet past) have unfolded into a full-scale conservative and neo-imperial ideological reorientation manifest in a radical revision of the history curriculum and in the content of the newly introduced religious education. Overall, the paper advances theoretical and conceptual framework for examining educational change in the context of lengthy social and political transformations. It is especially relevant to comparative studies of cases where such transformations include religious resurgences and state-controlled desecularization.

Critical policy analysis examining how powerful actors use educational policies to reproduce unequal social structures presents many challenges. These challenges are amplified by the politics of spectacle, where duplicity comes to dominate how educational policies are conceptualized, presented to the public, and subsequently enacted. The pursuit of truth in policy proposals or reform designs often entails navigating contentious spaces of fiction-making, fakery, and duplicitous performances, sometimes involving researchers themselves. Drawing on Bakhtin's writing on jokers' pursuit of truth, I revisit the tensions I encountered in my ethnographic fieldwork in the Russian Federation to reimagine the possibilities of navigating research with the powerful. This paper offers a methodological provocation to rethink ethical imperatives and poses new questions for reimaging the problematics of critical policy analysis focused on equity and justice in the post-truth era.

This paper problematizes the dichotomy between neo-liberalism and socialism and the tendency to view the post-socialist condition as a process of convergence with 'Western' and 'global'. It does so by analysing the development and implementation of a quality assurance and evaluation (QAE) policy in school education in the context of the Russian Federation. Since the dissolution of the Soviet Union, Russian national QAE policy has changed greatly and currently resembles the agendas of transnational organizations in education. At the same time, the national policy and the political discourse on quality continue to draw on Soviet as well as post-Soviet legacies. Juxtaposing the case of Russian QAE policy with theoretical models of post-bureaucratic governance in education, the paper also questions clear-cut distinctions between 'old' and 'new' governance regimes. The analysis in the paper is guided by two questions: 1) What has changed and what has remained unchanged in Russian education policy with the transition from the Soviet period to current state? and 2) How do different legacies and influences contribute to the QAE policy implemented at the local level? The brief inquiry into the history of Russian QAE policy focuses on three periods: post-war Soviet Russia, the transition period of the 1980-1990s and modern Russia. Recognizing the specific characteristics of each of the reviewed periods, the paper highlights complexities, contradictions and continuities within and between previous and present regimes of education governance in Russia. The analysis of the QAE policy implemented at the local level demonstrates the blending of diverse legacies, and the prevalence of Soviet-era practices in school governance.

This article examines the comprehensive and participatory component of the Shanghai Cooperation Organization's (SCO) approach to the fight against the "Three Evil Forces" within the theoretical framework of smart counterterrorism. After analyzing the problematic definitions of the concepts of terrorism and extremism, the authors choose to focus on the non-coercive preventive pillar of the SCO's counterterrorism strategy through the prism of youth education. The emphasis is placed on the strikingly similar practices of SCO Member States in this field, whereby state and non-state actors foster partnerships to conduct cultural activities promoting the same values of patriotism, civic identity, interethnic and interfaith dialogue as a counter-ideology to the dissemination of radical ideas among the youth. The experience of SCO Member States in implementing inclusive counterterrorism programs serves as a basis for the evolution of SCO's soft diplomacy, which has very recently entered a new phase in its development, following the first SCO Youth Assembly and Uzbekistan's decision to support the SCO Youth Council. In this paper, the youth is analyzed as the primary target and actor of the SCO's preventive counterterrorism efforts.

This paper studies the dynamics of key characteristics of the academic profession in Russia based on the analysis of university faculty in the two largest cities in Russia--Moscow and St. Petersburg. We use data on Russian university faculty from two large-scale comparative studies of the academic profession ("The Carnegie Study" carried out in 1992 in 14 countries, including Russia, and "The Changing Academic Profession Study," 2007-2012, with 19 participating countries and which Russia joined in 2012) to look at how faculty's characteristics and attitudes toward different aspects of their academic life changed over 20 years (1992-2011) such as faculty's views on reasons to leave or to stay at a university, on university's management and the role of faculty in decision making. Using the example of universities in the two largest Russian cities, we demonstrate that the high degree of overall centralization of governance in Russian universities barely changed in 20 years. Our paper provides comparisons of teaching/research preferences and views on statements concerning personal strain associated with work, academic career perspectives, etc., not only in Russian universities between the years 1992 and 2012, but also in Russia and other "Changing Academic Profession" countries.

Employing the analytical framework of a discourse-driven social change, this paper unpacks the neoliberal concept of "educational quality" in the course of Russian education modernisation reform from 1991 to 2013. Since the early 1990s, the global neoliberal discourse has served as the backbone for post-Soviet educational ideology. Alongside other major reform initiatives, the "quality revolution," proclaimed by the Russian Government in the early 1990s, signified a rhetoric shift away from the Soviet-era quality control towards a neoliberal quality assurance paradigm. Through fine-grained textual analysis of policy documents and political statements by key educational stakeholders, the analysis unpacks the discursive underbelly of the new quality paradigm, in an attempt to determine whether a paradigmatic transformation has taken place. The paper argues that despite the nominally proclaimed shift towards a quality assurance model of educational governance, the representation of educational stakeholders and responsibilities within the new quality paradigm continues to correspond to the Soviet-era command-and-control authoritarian model. The study challenges the popular claim of a neoliberal turn in Russian education and suggests that a neoconservative authoritarian approach to education governance has been smuggled in under the disguise of "quality assurance."

This paper argues that during the "perestroika" period the institutionalised context of the Soviet higher education governance was transformed dramatically, and has attempted to explain the outcomes for higher education from the "perestroika" period and proposed the theory of "institutional dis/continuities". The theory employs elements of historical institutionalism in the explanation of higher education governance changes during the Soviet and post-Soviet periods in the countries under review, Kazakhstan, Russia, and Uzbekistan. Historical institutionalism addresses the institutional changes in historical development. The changes are explained by "critical junctures". Therefore, the "perestroika" period is seen as a critical juncture in this paper. They may be caused by times of great uncertainty. The changes were dramatic in spite of the short timeframe. This critical juncture period is identifiable subject to a reference to the Soviet period.

This paper locates its genesis in a small town called Vitebsk in Belorussia which experienced a flowering of creativity and artistic energy that led to significant modernist experimentation in the years 1917-1921. Marc Chagall, returning from the October Revolution took up the position of art commissioner and developed an academy of art that became the laboratory for Russian modernism. Chagall's Academy, Bakhtin's Circle (and associated animations with other intellectuals of tis era), and Malevich's experiments, artistic group UNOVIS--all in fierce dialogue with one another--made the town of Vitebsk into an artistic crucible in the early twentieth century. We argue that this creative collective transformed creative energies of Russian drama, music, theatre, art, and philosophy in a distinctive contribution to modernism, structuralism and formalism that contributed richly to the social understanding of creativity itself that is so evident across Mikhail Bakhtin's subsequent body of work, and elsewhere across the world. This paper argues that a consideration of such interplay has much potential for twenty-first century educational philosophy.

This paper explores initial teacher education (ITE) in Russia, its organisation and content in the light of international literature. Changes in the political, socio-economic and cultural life of Russia in recent decades have defined a completely different model of teacher education. This model has evolved through key policy documents including the "Conception of pedagogical education development support" (2013; http://minobrnauki.rf/documents/3871); "The teacher professional standard" (2013; http://www.rosmintrud.ru/docs/mintrud/orders/129/), and, in 2014, the "Comprehensive programme to improve the professional skills of educational institutions teaching staff" (http://www.consultant.ru/document/cons_doc_LAW_166654/). These documents have led to important changes in teacher education policy with serious consequences in terms of structure and curriculum. A key objective of this paper, therefore, is to examine the structure and curriculum of ITE in Russia within competency-based approach. The article also explores how the research dimension is integrated in ITE programmes, as well as new concepts and approaches linking theory and practice. In outlining the new model, the approach to teacher education followed by Kazan Federal University is used an illustrative example.

This article contributes to denationalizing Bourdieu's field theory by analysing the relationship between a regional news media field, the state and transnational influences. The article seeks to answer the question of how a state can impose limits on the autonomy of the news media field during political transition. Field theory is applied to changes that have taken place in Crimean news media since Russia's annexation of the peninsula in 2014. Drawing on narrative interviews with journalists who worked in Crimea in 2012-17, expert interviews, and secondary sources, I demonstrate how Crimea's news media field went from being dominated by varied Ukrainian private news media owners to becoming dominated by the Russian state. I show that states can employ direct measures such as anti-press violence and ownership appropriation of news media outlets in order to increase concentration of state media ownership. In addition, states can reallocate capital in the news media field, disenfranchising some journalists and outlets while favouring others. The adaptive strategies of individual journalists, who, upon losing capital, can sometimes relocate or leave their jobs, also changes the composition of news media fields. Departing from a common view of social spaces as bounded within nation-states, I examine how the news media field of Crimea has been shaped by both transnational influences, and by the direct imposition of Russian state power through a reconstitution of national borders., (© London School of Economics and Political Science 2018.)

The paper traces the level of bilingualism in several highland villages of Daghestan (Northeast Caucasus) through the twentieth century. We show that historically, men were more multilingual than women, but this was not true to the same extent for all languages. Highlanders' repertoires suggest a correlation between the social function of the second language and the degree to which its command was gendered. We also explore the dynamics of multilingualism from the generation born at the end of the nineteenth century to the generation born in the 1990s. We show that during the twentieth century local L2s were gradually displaced by Russian, and Daghestanian multilingualism lost its gendered character. We argue that these changes were caused by the introduction of Soviet schooling.

The expansion of higher education leads to a number of consequences. The case of Russia has both specific features and features common to processes taking place in other countries. This paper offers a retrospective description of educational system manipulation and changes that have occurred due to general transformations in Russia. The new labor market required qualified specialists. At the same time, employers needed a significant number of more or less socialized young people, and these skills are considered to be acquired as a result of studying in a higher education institution (HEI). Both demands from the labor market were transmitted to families, who, in turn, translated demands to the educational system. The educational scope responded adequately to demand from families. HEIs underwent differentiation: some provided knowledge, along with socialization, confirmed by degrees; others just gave degrees plus socialization. Enrollment in HEIs grew continuously and very rapidly. Two types of consequence of the resulting situation are considered here. Using the findings of 50 years' research, it is shown that increased HEI enrollment has led to greater uniformity in aspirations for education among young people and to their broader participation in higher education. However, this has not proved conducive to lessening social inequality in higher education. In addition, studies of HEI graduates in the labor market testify that the growth of HEI differentiation has raised inequality in the labor market.

In this paper, we try to unravel some of the unintended and intended academic effects associated with post-Soviet educational reforms by focusing on three cases: Estonia, Latvia and Russia. We have chosen this comparison because a unique "natural experiment" in the three countries allows us to compare the changing academic performance on an international test of a largely similar population in the three countries--Russian origin students attending Russian-medium schools--subjected to three variations of post-Soviet reforms. We find that relative to students in Russia, Russian-medium students in the Baltics made significant gains in the Programme for International Student Assessment (PISA) test. In Latvia, these appear to be an unintended effect of somewhat "softened" state language policies, the conditions surrounding minority rights, and the general context of maintaining social cohesion. In Estonia, the (later) relative gains of Russian students appear to an intended effect of locally grown educational (and language) policies and increased, more effective cooperation with Russian medium schools to further improve PISA performance in a relatively high scoring, PISA-focused country.

Drawing on the analysis of discursive shifts in the constructions of teachers' roles during the twentieth century in the Russian Federation, this paper argues that pedagogy becomes redefined based on the political elites' vision for the society's future. During the Soviet era, teachers were expected to play a key role in social transformation. In order to transform the world, they were expected to deploy humanistic pedagogy to help all students realise their potential. During the post-Soviet era, this vision was abandoned. As teachers were expected to fulfil the function of social control, they were called to adopt technocratic pedagogy that comprised principles of psychologisation, individualisation, pathologisation, and depoliticisation. Psychologisation of teachers' roles and pathologisation of diversity became deployed to "adapt students to the world" by addressing problems within students rather than in the society. The significance of this paper lies in demonstrating connections between shifting discourses of teachers' roles, pedagogy, and pursuit of social transformation or conservative social change. [ABSTRACT FROM AUTHOR]

Since the end of the Cold War, Russia and the West have engaged in fierce geopolitical competition over the post-Soviet space. Separatism in the post-Soviet space has become a hallmark of their relationship, even an accelerator of contradictions. This paper analyzes Russia's policy evolution towards separatism in the post-Soviet space from the perspective of the interaction between power and norms to grasp the changes in power dynamics and territorial integrity norms in this region. [ABSTRACT FROM AUTHOR]

The relationship between nature and culture in biocultural landscapes runs deep, where everyday practices and rituals have coevolved with the environment over millennia. Such tightly intertwined social–ecological systems are, however, often in the world's poorest regions and commonly subject to development interventions which effect biocultural diversity. This paper investigates the social and ecological implications of an introduced wheat seed in the Pamir Mountains. We examine contrasting responses to the intervention through participatory observation of food practices around a New Year ritual, and interviews in two communities. Our results show how one community fostered biocultural diversity, while the other did not, resulting in divergent processes of social and cultural change. In the former, ritual is practiced with traditional seed varieties, involving reciprocal exchange and is characterised by little outmigration of youth. In contrast, the second community celebrates the ritual with replaced store-bought ingredients, no longer cultivates any grain crops and where circular migration to Russia is the main livelihood strategy. Coevolution as an analytical lens enables us to understand these divergent pathways as processes of dynamically changing social–ecological relations. The paper suggests that a deeper understanding of social–ecological relationships in landscapes offers a dynamic and process-oriented understanding of development interventions and can help identify endogenous responses to local, regional and global change—thereby empowering more appropriate and effective development pathways. [ABSTRACT FROM AUTHOR]

In discussing the concept of the 'living constitution' in Russian constitutional theory and practice, this paper shows that the Russian concept of the living constitution differs from U.S. or European approaches to evolutive interpretation. The Russian concept has its roots in Soviet and pre-revolutionary Russian constitutional thinking. It reduces the normative power of the Constitution but allows an interpretation according to changing social conditions and gives the legislator a broad margin of appreciation. Whereas the 1993 Russian constitutional reform had been regarded as a paradigm shift with the intention to break with the past by declaring that the Constitution shall have supreme judicial force and direct effect, the paper also gives answers to the complexity of constitutional change and legal transplants and the role of constitutional theory and practice for the functioning of the current authoritarian regime in Russia. [ABSTRACT FROM AUTHOR]

This paper offers a brief social history of the hospice movement in Russia. The author explains why the hospice movement has become so relevant over the last five years in modern Russia; who the people are who lead this movement; how their ideas collide with 'reality'; and what consequences of this collision can already be observed. The author presents the Russian hospice movement as a dynamic social process which arises in the particular context of the political protests of 2011–2012. The paper is based on the first results of ethnographic research conducted in several hospices in Siberia, as well as on data from in-depth interviews with hospice movement activists and archival materials. The author argues that the hospice movements in contemporary Russia serve a social function as grassroots mediation for social and economic care between local bureaucracy and patients. [ABSTRACT FROM AUTHOR]

This paper reflects on the effects of the COVID-19 pandemic on religious life in Bulgaria, especially in the Orthodox Church, and on the sphere of academic teaching. The picture that emerges against the background of the moderate COVID-19 measures and the non-closure of churches is rather disturbing, given the aggressive attacks by non-believers against ecclesial practice. It testifies to widespread superstition and deep theological ignorance even among those who designate themselves as ‘Orthodox Christians’. The compromise of university education during the COVID-19 panic and the radical changes to the social way of thinking go—as a basis of the perplexity of the social mind—hand in hand with the destruction of the democratic world order by Russia’s war against Ukraine. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe some episodes from the life of Konishi Masutaro (1862–1940), a Japanese scholar and psychologist who obtained his theological and psychological education in Russia and who played a role in the development of psychological science in Russia. Masutaro is mostly known as a translator of Lev (Leo) Tolstoy, and the psychological side of his biography is not well studied. Masutaro's life and work in Russia occurred in the context of great political and cultural changes. He was one of the first authors who translated fragments from Eastern philosophy (works by Laozi and Confucius) into the Russian language. Personal and scientific details of the life of this educated scholar are also given in the present paper. [ABSTRACT FROM AUTHOR]

The purpose of the study In preparing the article, data from the Federal State Statistics Service of the Russian Federation, materials collected as a result of a survey of residents of rural areas, scientific works of Russian and foreign scientists were used. The study was based on the works of T. Kuhn and the theory of structural functionalism of T. Parsons and R. Merton. To determine the social status and standard of living of the population of rural areas, a questionnaire survey was conducted, during which the following were determined: the level of education, pension and social security, the amount of income from labor activity, wages of residents, as well as infrastructure provision of villages. The results of such a study showed that the current socio-economic situation in the countryside is characterized by a high level of unemployment, poverty, and negative trends in the social sphere. [ABSTRACT FROM AUTHOR]

The paper focuses on cultural changes in Russia during the coronavirus crisis. The analysis of data from the representative Russian national and Moscow regional surveys conducted in autumn 2018 and in summer 2020 revealed the following changes as the level of trust remained unchanged: a reduced planning horizon, a higher uncertainty avoidance, decreased values of autonomy and stimulation, and an increased value of security. The cultural changes identified are manifested both on average in the representative samples and for individual age groups. The cultural changes are more pronounced in the all-Russian sample than in the Moscow regional sample. In the context of different age groups, the greatest cultural changes are identified among people aged 18-35, which may produce long-term effects of the coronavirus crisis on Russia's economic development. Empirical analysis of data from the international surveys WVS, EVS, and ESS has shown that the cultural changes identified in Russia are only partially manifested in other countries, which determines the importance of studying country-specific cultural changes caused by external shocks. Promising areas of research include analysing changes in institutional equilibria provoked by external shocks and corresponding cultural shifts, as well as designing interim institutions that would help smooth the adverse effects caused by the coronavirus crisis. [ABSTRACT FROM AUTHOR]

Purpose: The goal of the research is to analyze the university development trends in the national innovation system. The paper presents a review of the formation of innovative development strategies and the place of a university in them. The structure is based on the analysis of foreign trends of the transformation of universities and the examination of the efficiency of the interaction between the university, industry and the state. Russian experience in the transformation of universities is presented. Design/methodology/approach: Research methodologies include methods of statistical and comparative analysis and synthesis. The information analysis base of the research is composed of the reports of the World Intellectual Property Organization at year-end 2019, as well as global comparative assessments of the status and development of innovation activities by the Global Innovation Index and Global Competitiveness Index, which are calculated according to the methodology of the World Economic Forum and others. Findings: In the course of research, the authors put forward a new model of universities within the framework of the national innovation system, which is based on the "triple helix model of innovation" implemented by universities, industry and the state. The logic and structure of the research are set forth in the following way. First, a review of the global practice of the formation and implementation of state innovation policy is given, with the university being a key link, the foreign experience in the transformation of universities is analyzed and the efficiency of the interaction between the university, industry and the state is examined. Furthermore, consideration is given to the Russian experience in the transformation of universities. In conclusion, the main findings of the research are presented. Practical implications: Results testify that goals and objectives that can be solved by achieving indicators in the world rankings are important for improving competitiveness of education, but they are only efficient if they conform to management decisions that are taken for achieving them and coincide with strategic goals and directions that should be implemented within the framework of the national innovation and academic system. Originality/value: Research hypothesis is as follows: modern age is characterized by the rapid development of digital technologies and globalization processes, which transform technologies and cultural patterns into techniques and methods of working with information. Despite the fact that a university is the center for the development of society and culture, which serves as an axiological core, it is subject to the transformation, which is mainly manifested in instrumental changes and the expansion of the social procurement range. The modern educational system is yet to find a contemporary conceptual framework of a university that would satisfy the up-to-date requirements of the global information society in an age of digital revolution and dominate in the educational services market. [ABSTRACT FROM AUTHOR]

Employing the analytical framework of a discourse-driven social change, this paper unpacks the neoliberal concept of ‘educational quality’ in the course of Russian education modernisation reform from 1991 to 2013. Since the early 1990s, the global neoliberal discourse has served as the backbone for post-Soviet educational ideology. Alongside other major reform initiatives, the ‘quality revolution,’ proclaimed by the Russian Government in the early 1990s, signified a rhetoric shift away from the Soviet-era quality control towards a neoliberal quality assurance paradigm. Through fine-grained textual analysis of policy documents and political statements by key educational stakeholders, the analysis unpacks the discursive underbelly of the new quality paradigm, in an attempt to determine whether a paradigmatic transformation has taken place. The paper argues that despite the nominally proclaimed shift towards a quality assurance model of educational governance, the representation of educational stakeholders and responsibilities within the new quality paradigm continues to correspond to the Soviet-era command-and-control authoritarian model. The study challenges the popular claim of a neoliberal turn in Russian education and suggests that a neoconservative authoritarian approach to education governance has been smuggled in under the disguise of ‘quality assurance.’ [ABSTRACT FROM PUBLISHER]

Purpose: The purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools. Design/methodology/approach: The Fifth European Conference on Health-Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries. A writing group was established to prepare a draft version of the statement before the conference. On the basis of an online and offline feedback process, the opinions of the participants were collected during the conference and included in the finalisation of the statement. Findings: The final conference statement comprises six thematic categories (values and principles; environment, climate and health; schools as part of the wider community; non-communicable diseases (NCDs); evidence base; and digital media), with a total of 23 recommendations and calls for action. Originality/value: The recommendations and calls for action reflect current challenges for Health Promoting Schools in Europe. They are addressed to all actors in governmental, non-governmental and other organisations at international, national and regional levels involved in health promotion in schools and are to be applied for the further development of the concept. [ABSTRACT FROM AUTHOR]

This paper explores the image of a public servant of the Russian Federation whose qualities affect the opinion of population about public servants, public service, and the state in general. The paper is based on the results of sociological surveys and is aimed at answering the question whether professionalism is a system-building element in the image of a public servant, what other qualities create this image and how these qualities correlate with the qualities chosen by future public servants - students specializing in state and municipal management. The surveys have been conducted in two Russian cities (Moscow and Langepas (Khanty-Mansi autonomous district)). Participants of the Langepas survey were residents of the city, and those of the Moscow survey were residents of Moscow, respectively, including a group of first-year students specializing in state and municipal management. The data analysis has shown that professionalism based on continuous improvement of knowledge and skills is the system-building element in the image of a public servant. Moreover, the leading motive of professional activity is social and state benefit and the professional activity of a public servant is a necessity. The authority of a public servant depends on his activities and affects the authority of the state. [ABSTRACT FROM AUTHOR]

Aims The study aims to investigate insofar regional differences in alcohol-induced mortality in Russia, which emerged during the early industrialization of the country, persisted over a prolonged period of time (from late nineteenth to early twenty-first century), surviving fundamental political and social changes Russia experienced. Methods Multivariate regression models with historical and contemporary data on alcohol-induced mortality in Russian regions were estimated to document the persistence of spatial patterns of mortality, as well as to identify the possible mediating variables. Numerous robustness checks were used to corroborate the results. Results Alcohol-induced male mortality in Russian regions in 1880s–1890s is significantly and strongly correlated with male mortality due to accidental alcohol poisoning in Russian regions in 2010–2012. For female mortality, no robust correlation was established. The results for male mortality do not change if one controls for a variety of other determinants of alcohol-induced mortality and are not driven by outlier regions. Consumption of strong alcohol (in particular vodka) appears to be the mediator variable explaining this persistence. Conclusions Hazardous drinking behavioral patterns, once they emerge and crystalize during the periods of fragmentation of the traditional society and the early onsets of modernization and urbanization, can be extremely persistent. Even highly intrusive policy interventions at a later stage (like those of the Soviet government) may turn out to be insufficient to change the path-dependent outcomes. [ABSTRACT FROM AUTHOR]

The paper concentrates on resolving the question: is it possible today to be guided by Marxism as an instrument of social transformation, is this teaching capable of contributing to social advancement? Facts are a stubborn thing: Marxism in its completeness is refuted. But the fact of the collapse of the attempts to put Marxism into practice is not a completely convincing argument against the social doctrine of Marx. The question, ultimately, goes back to the problem of the subjective factor of the moral, theoretical, and political maturity of those who turn Marxism in actual practice. [ABSTRACT FROM AUTHOR]

Social media has a significant impact on the process of political polarization. Despite a large body of research on polarization and social media in democracies, studying this relationship in autocracies remains a niche field. This paper describes the content, composition, and behavioral patterns of discussions that take place on YouTube in the community of Russia's most vocal opposition politician, Alexei Navalny. Based on a corpus of more than eight million comments, this study provides empirical evidence on the relatively short-term nature of affective attunement induced by a leader promising social changes within an authoritarian context. This discovery is manifested in the observation that periods of high public interest in Navalny's activities are marked by a significant influx of new audience members into his community. However, the retention rate of this cohort of users was lower than that of the cohort of commenters, who started discussions during periods of lower public interest in Navalny's activities. This conclusion applies not only to the entire set of commenters, but also to pro-government and anti-government users. According to the exploratory text analysis, the most common topics in discussions were praising Navalny's activities, criticizing the government, and enticing people to share videos to change the minds of apolitical citizens or pro-government supporters. Finally, one of the affective polarization parameters, the degree of toxicity of discussions, is higher on Navalny's community than on an apolitical celebrity's YouTube channel, which establishes a baseline for the level of incivility. [ABSTRACT FROM AUTHOR]

The article examines a key attribute of Russian national identity—national pride—as it is reflected in mass consciousness. To trace the dynamics of multiple facets of national pride and related phenomena from 1996 to 2015, we use data from five surveys. The results demonstrate a substantial growth in Russian national pride in specific country achievements and general pride in Russian citizenship over the last 20 years. This change is the result of the population's and state's need for positive social identity as well as from both real and imagined progress in the Russian economy and political influence, and it started long before the Crimea mobilization and Olympics of 2014. The structural difference in pride in various achievements persisted for the 20 years examined here, but became less distinct. Across the years examined here, Russian national pride has become more strongly related to belief in the superiority of the country and is therefore increasingly competitive. [ABSTRACT FROM AUTHOR]

The article presents the analysis of the changes, which have occurred in the linguistic and cultural public consciousness of the Ukrainians since the Russian invasion into Ukraine on February 24, 2022. The research was conducted based on the results of online survey involving respondents from the educational and cultural spheres (teachers, lecturers, museum and library workers, theatrical and literary workers). The choice of this target group was based on the assumption that this professional group is the most sensitive to any changes in the sphere we aim to study. People employed in culture and education are capable of self-reflection, and, in accordance with their professional functions, they have an obvious intellectual, moral, and ethical influence on society, thus bearing the responsibility for the situation and broadcasting their position and attitude to the linguistic situation and culture. According to the results of the survey, many bilingual informants refuse to use Russian, and Russian-speaking Ukrainians attempt to start speaking Ukrainian by studying it independently or taking courses. The analysis showed that Cancelled Russian culture is a phenomenon relevant not only for virtual space. Negative attitudes towards Russia are transferred to classical Russian literature, to Russian-language music content, and, to a lesser extent, to modern fiction. At the same time, a third of the respondents directly or indirectly approve of the use of taboo (swear) words and expressions in public space. The study makes it possible to understand the dynamics of public attitude and the general vector of linguistic and cultural changes. [ABSTRACT FROM AUTHOR]

This paper is concerned with combined crises of the 1990s and 2000s in post-Communist Russia and the evolution of a conservative fiscal anti-crisis policy to address them. Against the background of transformation restructuring, external shocks, cyclical downswings, and, sometimes, social unrest, policy makers consistently aimed to foster economic growth, while controlling inflation. Successive crises resulted in a gradual shift of emphasis from transformative institutional change to stability, a choice of self-insurance via the Reserve Fund and Welfare Fund. There is indirect support for our argument in Schularick and Taylor's 'Credit Booms Gone Bust' (2012), which shows a global trend toward safer policies, caused by the severity of the impact of crisis in a modern market economy. [ABSTRACT FROM AUTHOR]

Climate change is causing damage to infrastructure, ecosystems, and social systems, including cultural heritage sites. In the European part of Russia, there are 20 UNESCO-listed cultural heritage sites situated in different climatic conditions. This study assesses the impact of climate change on these sites by using ERA5 re-analysis data to calculate two frost damage indices and two salt weathering indices for the period 1960–2020. The findings indicate a rise in frost damage and salt weathering at cultural heritage sites in northern Europe, primarily due to changes in air temperature and water in the atmosphere, which are the main parameters responsible for the destruction of stone and brick structures. Given the observed and predicted trends in the main meteorological parameters, the detrimental destructive impact of climate change on cultural heritage sites will only increase. In view of the significant length of Russia from north to south and the difference in climatic conditions, measures for the adaptation and protection of cultural heritage sites must be adapted to local conditions and consider the material from which the object is made. [ABSTRACT FROM AUTHOR]

Over the past century, substantial changes in land use have taken place in the boreal zone of northern Eurasia. The consequences of these large-scale changes for the ecosystems of Europe have been well studied; however, they have not been addressed for the large expanses of Russia. We conducted a retrospective analysis of the landscape dynamics of the middle reaches of the Ob floodplain (Western Siberia) using multitemporal maps of the vegetation cover and land use for five time points (1830, 1910, 1950, 1976, and 2019). By the 1830s, all the land that was suitable for haymaking and plowing (rarely flooded and not swamped) had been put to agricultural use. The meadows of the Ob floodplain are human-controlled and were mainly formed before the 1830s. From the 1830s to the 1990s, the meadows were used in agriculture and their areas increased. The maximum development of the floodplain occurred in the 1970s and 1980s, when previous wetlands were put into operation through the construction of drainage systems. A massive abandonment of pastures and reclaimed land occurred in the late 20th century. According to the data over the last 30 years, abandoned meadows are resistant to overgrowth with trees and shrubs. The spatial configurations of the floodplain landscapes have also been quite stable. The main spatial changes are confined to the near-channel floodplain, with the formation of new near-channel shallows. The floodplain landscapes of the Ob River demonstrate substantial spatial and temporal stabilities, and long-standing agricultural development. [ABSTRACT FROM AUTHOR]

Much attention has been devoted to the salience of nationalism in crisis times. At the micro-level, people often talk about the nation when they perceive established social norms as disrupted. Yet, the role of individual agency in reproducing nationalism in such contexts has been underexplored. Everyday nationalist practices are understood as following an unreflective adoption of nationalist ideology. This article challenges this perspective and proposes approaching nationalism as an "engaged ideology". This means attending also to people's active reflection on nationalist principles. A discussion of in-depth interviews from Russia provides an empirical illustration. I show how interviewees deliberate over the continuity and progress of the nation in making sense of uncertain times. The discussion highlights the interaction of ideology and agency in everyday nationalism. In doing so, it opens new avenues for exploring connections between nationalism and crisis. [ABSTRACT FROM AUTHOR]

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