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The article highlights certain aspects of educational migration, its legal basis, existing challenges, and the consequences of these processes for countries and socie ty. It is emphasised that within the framework of the human right to education, migration processes are the result of globalisation, and educational migration is an important part of international relations which has a significant impact on the development of a country. It is found that under the legal regime of martial law, Ukraine is mainly a supplier of educational migrants, which is primarily due to the availability of education abroad, as well as the expansion of cooperation between national and foreign educational institutions and Ukraine's aspirations for EU membership. It is emphasised that young people seek to study abroad in search of better conditions and prospects. This is due not only to the quality of education, but also to the opportunity to gain international experience, which is becoming increasingly important in the modern world. Many students believe that studying abroad opens up new horizons for career growth, allows them to develop language skills and get acquainted with different cultures, which in turn helps them to become more competitive in the labour market. It is concluded that educational migration in Ukraine faces various challenges that require a comprehensive approach to their solution. The legal and regulatory framework for educational migration consists of a number of international acts, Laws of Ukraine, governmental resolutions, departmental legal acts, and local documents, the content and essence of which depend on the principles of the State's migration policy. The legal framework of educational migration has a multi-component structure, including international, regional, specific (state) and local regulations that ensure the regulation of the educational process and protection of the rights of students abroad and foreign students in the countries of education. Youth is the main category of the population that forms the intellectual potential and is the reproductive category of any state. Thus, the state should be interested in ensuring that young people studying abroad who were forced to leave due to the declaration of martial law in Ukraine, as well as foreign students studying in our country, carry out their work activities in Ukraine, implementing the conceptual paradigm of the knowledge economy. [ABSTRACT FROM AUTHOR]

Background: Addressing brain drain and fostering human capital development are critical for sustaining a nation's long-term economic growth, innovation capacity, and global competitiveness. Kazakhstan has faced significant brain drain, particularly following the dissolution of the Soviet Union, as many skilled professionals sought better opportunities abroad. Despite government efforts to retain talent, the country continues to experience a negative migration balance, with a substantial portion of emigrants being highly educated and skilled. This study examines the challenges posed by brain drain and evaluates Kazakhstan's current policy initiatives aimed at addressing intellectual migration and fostering human capital development. Methods: The study employs a qualitative research approach using documentary analysis to explore intellectual and educational migration in Kazakhstan. The methodology involves systematically reviewing key government policy documents and reports, such as the Concept of Migration Policy of the Republic of Kazakhstan for 2023-2027. Documentary analysis was selected for its ability to provide in-depth insights into government initiatives and policy frameworks, enabling an assessment of their long-term effectiveness. Content analysis was applied to identify recurring themes and policy shifts related to human capital development and brain drain. Results and conclusions: The findings highlight the government's efforts to attract skilled professionals, retain domestic talent, and foster international collaboration through streamlined visa processes, academic partnerships, and the establishment of international branch campuses. The analysis highlights educational immigration as a core component of Kazakhstan's migration strategy, shaped by regional factors and geopolitical considerations. Despite these efforts, the study identifies ongoing challenges in creating attractive domestic career opportunities and competitive research environments, which are crucial for the longterm retention of talent. By leveraging international best practices and fostering collaboration between the government, academia, and industry, Kazakhstan can enhance its position in the global knowledge economy while addressing demographic and economic challenges. The paper concludes by discussing the potential policy implications and recommendations for sustaining Kazakhstan's human capital development in the context of global intellectual migration trends. [ABSTRACT FROM AUTHOR]

In the current geopolitical conditions, when the Russian Federation is forced to exist under Western sanctions, more and more attention in foreign policy is paid to establishing cooperation with friendly countries, primarily with the member states of the Eurasian Economic Union (EAEU). One of the most important areas of humanitarian cooperation within the EAEU is the formation of a single scientific and educational space. The article is devoted to identifying the role of the Russian Federation in the initiation and development of this fundamental process, since only the availability of highly qualified personnel can ensure high economic growth of each member state of the integration association individually and the economic union as a whole. The development of the basic principles of interaction in the Eurasian scientific and educational space has been taking place "in small steps" for almost 10 years. The scientific review presented in the article contains an analysis of modern initiatives and practical steps taken to form a single scientific and educational environment in the EAEU. It is noted that the Russian Federation, which chaired the EAEU in 2023, put forward a number of initiatives to intensify cooperation between educational systems in the Eurasian space. Based on the research conducted using statistical, graphical and other methods, the article identifies 11 reasons that hinder the intensification of this process. Particular attention is paid to the differences in the features of the functioning of the higher education systems of the EAEU member states, and to the adherence of some of them to the principles of the Bologna system. The low level of academic mobility of students and teachers between universities in the Eurasian space, as well as the reduction in the volume of educational migration between the EAEU member states in recent years, are of concern. Therefore, the Russian Federation, with the most powerful system of personnel training in the EAEU, should continue to put forward initiatives that will contribute to the earliest possible formation of a single scientific and educational space.

This paper focuses on the issue of quality management in higher education, which is rethought and solved in the special context of migration in Russia and other countries of the CIS. The article aims to determine the relationship between labour and educational migration and the quality of higher education in the innovation economy of Russia and other CIS countries. For this purpose, an econometric model of the impact of labour and educational migration on the quality of higher education in the innovation economy of Russia and other CIS countries has been compiled using regression analysis. Based on the model, it has been proved that labour and educational migration is determined by factors of quality of higher education and the labour market. The advantages of increasing the incoming flow of educational and labour migration for higher education in the innovation economy of Russia and other CIS countries have been substantiated: the increase in fees for the use of intellectual property objects and the number of patent applications. The authors' forecast has shown the prospects for an increase in the quality of higher education in the innovation economy of Russia and other CIS countries through the optimization of labour and educational migration. The main conclusion of the study is that during the Decade of Science and Technology in Russia and other CIS countries, the essence of labour and educational migration has transformed - participants with high human potential seeking to obtain higher education and take knowledge-intensive jobs have become predominant in the structure of the migration flow - and due to this, its influence on higher education has significantly increased in the innovation economy. The practical significance of the article lies in the fact that the proposed set of authors' recommendations will optimize migration flows and, thus, unleash the potential for the development of the quality of higher education in the innovation economy of Russia and other CIS countries in the Decade of Science and Technology.

International educational mobility plays a crucial role in the advancement of science and education, with far-reaching implications for socio-economic development. The growing number of internationally mobile students intensifies competition among host countries, which goes beyond the market for educational services. In the long run, it is the competition for human capital that is crucial for economic development. This study aims to deepen the understanding of educational tourism as a distinct form of educational mobility. The article reviews the literature and analyses existing approaches to the definition of educational tourism. By analysing different types of educational mobility, the paper proposes a classification based on the goals, age of travellers and stages of career development that better emphasises the unique features of educational tourism. Taking into account the interdisciplinary nature of educational tourism, the paper considers it within the framework of the concept that the authors call "MET: Mobility, Education, Tourism". This approach allowed the authors to propose a definition of educational tourism that better reflects the nature of this phenomenon and distinguishes it from other types of educational mobility. The authors have identified key factors that influence the development of educational tourism, including technological progress, globalisation of education, economic factors, government initiatives, educational innovations and current trends in the labour market. Based on the findings, this paper offers principles for promoting educational tourism, emphasising the concept of Tourist Lifetime Value (TLV). This approach takes a long-term view of educational travel, taking into account the potential for lifelong learning and repeat visits. This research contributes to a deeper understanding of educational tourism, providing a basis for developing effective strategies to stimulate its growth and enhance its positive socio-economic impact on both host and home countries.

The article dwells on the problem of determining the consequences of migration for the high-tech development of the economy of Russia and other CIS countries. The article aims to define the role of change management в labour and educational migration in the sustainable development of the high-tech economy. In the course of the study, economic and mathematical modelling of the impact of the incoming migration flow on the high-tech development of the economy is carried out using the regression analysis method based on statistics for 2021. As a result, the significant role of labour and educational migration in supporting the high-tech development of the economy of Russia and other CIS countries has been substantiated. The authors substantiate the disadvantages of the existing migration management model in Russia and other CIS countries related to the fact that this model creates an "institutional trap": It hinders the attraction of highly qualified personnel arriving as immigrants, the employment of immigrants in knowledge-intensive sectors and the retention of highly qualified personnel among educational migrants. To overcome the "institutional trap", a new—SAP-LAP—model of migration change management in Russia and other CIS countries has been proposed. The advantage of the developed SAP-LAP model is its allowing an increase in the flexibility of socioeconomic systems in Russia and other CIS countries. Due to this, more flexible change management of educational and labour migration is achieved, which allows for more thorough sorting of migration flows, filtering out unskilled personnel and attracting the most skilled personnel. The main feature of the new model is the attraction of highly qualified and talented young migrants from all over the CIS. The theoretical significance of the article lies in the fact that it clarified previously unknown positive consequences of migration for the high-tech development of the economy of Russia and other CIS countries. The practical significance consists in the improvement of the modern practice of regulating the incoming flow of educational and labour migration in Russia and other CIS countries in the interests of high-tech economic development in the Decade of Science and Technology. [ABSTRACT FROM AUTHOR]

The research focuses on analyzing fundamental changes in Ukraine's higher education system occurring under the influence of unprecedented geopolitical events and demographic shifts, with particular emphasis on the maritime education sector. The study examines the period of 2020-2023, characterized by large-scale challenges caused by Russian military aggression and its consequences for the educational sector. Based on the analysis of institutional reports and statistical data, significant changes have been identified in student contingent dynamics, redistribution of educational flows, and transformation of educational practices. The research results demonstrate that despite considerable adaptability and successful implementation of European educational standards, Ukraine's higher education system has faced serious challenges related to forced youth migration and demographic decline. This problem is particularly acute in the maritime education sector, where there is a persistent trend toward decreasing numbers of students. The paper substantiates the necessity of systematic state measures for developing maritime education in Ukraine. The research reveals the complex interaction between demographic trends, educational transformation, and sectoral development under wartime conditions.

One of the main reasons for young people to change their place of residence is the desire to get higher education. In the Arctic zone, where there is a lack of or insufficient level of development of the network of higher education organizations, young people are forced to leave for other regions. The relevance of the study is also conditioned by the fact that educational migration is often irrevocable, which strengthens negative migration processes. The study of educational migration with the help of traditional statistical sources is possible at the regional level, but does not reveal the spatial characteristics of migra-tion processes at the level of municipalities. Therefore, the purpose of this study is to approbate the methodology of studying migration from municipalities on the example of regions where there are no independent higher education institutions. The object of the study is the Arctic regions: Nenets, Chukotka, Yamalo-Nemets Autonomous okrugs. The scientific novelty of the study is determined by the use of new data sources and the application of the method of big data analysis to study migration processes at the municipal level. The database for the study was formed on the basis of the results of uploading data from the digital footprint of users of the social network “VKontakte”. The study regions included 15,186 users, the vast majority of whom indicated receiving higher education in other constituent entities of the Russian Federation. Based on the obtained data, the trajectories of educational migration at the municipal level were identified, the coefficients of concentration and uniformity of migration flow were calculated, and a typology of municipalities in the Arctic regions of Russia was carried out. The practical significance of the study lies in the possibility of using the results obtained to adjust migration policy in the Arctic regions, including at the municipal level.

Abstract Background Low admission rates at Polish medical universities led many students to study abroad. Ukraine provided an appealing option for years. The purpose of the study is to investigate the most important factors that motived Polish students enrolled at I. Horbachevsky Ternopil National Medical University in Ukraine to pursue medical and dentistry studies in lower middle-income countries, just before the outbreak of the war. It has become incredibly important to determine crucial economic and non-economic factors. Methods The paper draws on a quantitative survey (N = 94) conducted among medical and dental students from Poland who had studied at I. Horbachevsky Ternopil National Medical University in Ukraine using a semi-structured questionnaire. To test whether there was a relationship between the importance of the motives, Pearson’s chi-square independence test was employed. Results The study found the key economic and non-economic factors for pursuing Ukrainian studies were rejection from Polish tuition-free programs, lower Ukrainian tuition and living costs compared to Poland and to other European Union countries. Determining reasons for choosing Ternopil University were recruiter and friend recommendations and its prestige among Ukrainian medical schools. Gender influenced the ranking of motives. Conclusion The article examines the unique pre-war educational migration from Poland to Ukraine – occurring counter to typical flows from lower to higher a lower income country. The study showed that universities should strengthen recruiting efforts and highlight competitive tuition and living costs to attract international students, especially from relatively more developed nations.

The article is devoted to educational tourism which currently acts as one of the promising technologies of modern education, demonstrating a steady demand for it despite the aggravated geopolitical and socio-economic situations, and that explains the relevance of this issue. An important goal of educational tourism is formation of a comprehensively developed personality capable of vigorous activity in a multiethnic and multicultural environment. On the basis of characteristic features of educational tourism described in this article, a definition is formulated in which the integrative nature of the studied type of tourism is identified. In addition, the main directions of educational tours are given that allow to get the most complete picture of this social phenomenon alongside with the advantages of educational trips for both the host country and the student. The paper considers the Russian export of educational services, which makes it possible to increase the stability of the local economy. Some relevant initiatives contributing to the development of educational tourism in Russia have also been studied. The arguments justifying the need for its immediate development are presented as well as the tasks that require priority solutions for this. It is concluded that tourism and education are the key drivers for the development of the modern economy.

This paper focuses on the issue of quality management in higher education, which is rethought and solved in the special context of migration in Russia and other countries of the CIS. The article aims to determine the relationship between labour and educational migration and the quality of higher education in the innovation economy of Russia and other CIS countries. For this purpose, an econometric model of the impact of labour and educational migration on the quality of higher education in the innovation economy of Russia and other CIS countries has been compiled using regression analysis. Based on the model, it has been proved that labour and educational migration is determined by factors of quality of higher education and the labour market. The advantages of increasing the incoming flow of educational and labour migration for higher education in the innovation economy of Russia and other CIS countries have been substantiated: the increase in fees for the use of intellectual property objects and the number of patent applications. The authors' forecast has shown the prospects for an increase in the quality of higher education in the innovation economy of Russia and other CIS countries through the optimization of labour and educational migration. The main conclusion of the study is that during the Decade of Science and Technology in Russia and other CIS countries, the essence of labour and educational migration has transformed - participants with high human potential seeking to obtain higher education and take knowledge-intensive jobs have become predominant in the structure of the migration flow - and due to this, its influence on higher education has significantly increased in the innovation economy. The practical significance of the article lies in the fact that the proposed set of authors' recommendations will optimize migration flows and, thus, unleash the potential for the development of the quality of higher education in the innovation economy of Russia and other CIS countries in the Decade of Science and Technology. [ABSTRACT FROM AUTHOR]

Copyright of Public Administration & Civil Service / Memlekettìk Basķaru Ža̋ne Memlekettìk Ķyzmet is the property of Academy of Public Administration under the President of the Republic of Kazakhstan / Akademiya Gosun and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Transnational educational migration is an emerging educational practice among East Asian families. This study investigates the language learning and socioemotional well-being of children who study abroad. Two Japanese siblings (ages 11 and 14) provided their insights on studying at an English-medium school in Malaysia. Data were collected over 1.5 years using a child-focused participatory approach that combined interviews with creative visual techniques and a writing task. Results revealed the children’s subjectively negative experiences upon entering school. They found it hard to communicate in English with their peers and teachers and understand their lessons, which led to negative emotions, interpersonal problems, and language-related learning difficulties. A lack of English ability, age, and a lack of teacher and peer support contributed to their communication and learning difficulties and affected their socioemotional well-being. Peer relationships and academic performance only improved with increased English ability in the long term. The findings provide a critical perspective on early study abroad by highlighting its implications on children’s socioemotional well-being. They underscore the need to provide children with adequate support when they have to enter school and learn in a new language. [ABSTRACT FROM AUTHOR]

Background: Low admission rates at Polish medical universities led many students to study abroad. Ukraine provided an appealing option for years. The purpose of the study is to investigate the most important factors that motived Polish students enrolled at I. Horbachevsky Ternopil National Medical University in Ukraine to pursue medical and dentistry studies in lower middle-income countries, just before the outbreak of the war. It has become incredibly important to determine crucial economic and non-economic factors. Methods: The paper draws on a quantitative survey (N = 94) conducted among medical and dental students from Poland who had studied at I. Horbachevsky Ternopil National Medical University in Ukraine using a semi-structured questionnaire. To test whether there was a relationship between the importance of the motives, Pearson's chi-square independence test was employed. Results: The study found the key economic and non-economic factors for pursuing Ukrainian studies were rejection from Polish tuition-free programs, lower Ukrainian tuition and living costs compared to Poland and to other European Union countries. Determining reasons for choosing Ternopil University were recruiter and friend recommendations and its prestige among Ukrainian medical schools. Gender influenced the ranking of motives. Conclusion: The article examines the unique pre-war educational migration from Poland to Ukraine – occurring counter to typical flows from lower to higher a lower income country. The study showed that universities should strengthen recruiting efforts and highlight competitive tuition and living costs to attract international students, especially from relatively more developed nations. [ABSTRACT FROM AUTHOR]

The needs of young people who have moved to study from other cities are often overshadowed by numerous studies of international students, traditionally considered by sociologists and practitioners to be among the most vulnerable groups. In this article, we focus on the migration paths of out-of-town students in megacities and what they face on their way to discovering a new city. The aim is to reconstruct scenarios of social inclusion for nonresident students. How and in what way do young people cope with feelings of isolation and loneliness, and is it really becoming a problem for them? In conceptualizing the scenarios, we rely on the "social drama" approach. By social inclusion scenarios we understand idealized models that summarize similar narratives of student youth about the period of moving to a big city and the way to find their place in it, having their own scenario with a lead, main action and a finale. We interpret social inclusion with reference to the modern debate on citizenship, understood as a wide field of youth involvement, not limited to politicized forms. This article uses the results of a qualitative analysis of 63 interviews with students who moved to study at two universities - the Higher School of Economics in St. Petersburg and KFU in Kazan. In each case an average of 31 interviews was conducted with graduate and undergraduate students. We distinguish 6 scenarios associated by the type of plot with film genres. In each of the identified scenarios we record different types of narratives related to experiences of loneliness or isolation in the first months or even years of acquaintance with a new city.

The purpose of the article is to define new horizons of economic integration in the EAEU based on educational and labor migration, provided that quality improvement in industry 4.0 is chosen as the key vector of this integration. Using the trend analysis method, changes in the incoming and outgoing migration flow to the EAEU in 2010-2019 have been determined. The influence of migration flows in the EAEU on the product quality in Industry 4.0 has been identified using the regression analysis method. As a result, it has been revealed that economic integration in the EAEU gives a powerful new impetus to the development of migration processes in these countries. The econometric model obtained during the study showed that the quality of Industry 4.0 products in the EAEU improves with an increase in incoming and a decrease in outgoing migration flows. The originality of this study lies in the fact that it proposes a new approach to economic integration in the EAEU, in which the management of educational and labor migration flows is rethought as a tool for the implementation of the common vector of Eurasian integration: quality improvement in industry 4.0 The authors have proposed a framework strategy for improving migration policy in the EAEU until 2025 to icrease the quality in industry 4.0. The implications for migration policy are related to the fact that the developed algorithm for managing educational and labor migration in the EAEU will prevent brain drain, strengthen the culture of the "knowledge society" and attract the best personnel from around the world for Industry 4.0 in the EAEU. The article substantiates new horizons of economic integration in the EAEU for improving migration management to increase quality in industry 4.0, namely: the creation of competence centers, innovation networks and integration associations in industry 4.0.

The article reveals the unique experience of Russia and other CIS countries, which are fast-growing digital economies with a dynamically developing industry 4.0, as well as free migration. The purpose of this article is to study the prospects for improving quality management in Industry 4.0 based on educational and labor migration in Russia and other CIS countries. It is proved using econometric modeling of the experience of Russia and other CIS countries using regression analysis based on data for 2021 that immigration does not allow attracting highly qualified personnel for industry 4.0, but emigration does not lead to the loss of highly qualified personnel for industry 4.0.Alternative scenarios of quality change in industry 4.0 in Russia and other CIS countries have been created, which are based on the flows of educational and labor migration in the "Decade of Action" (in the period up to 2030). The scenario of filtration of incoming and freedom of outgoing migration flow has proved to be the best, since the optimization of educational and labor migration flows provides the highest rates of qualitative growth of industry 4.0 in Russia and other CIS countries by 223.96% with a probability of 46.5%.To implement this scenario, a promising model of migration flow management has been proposed to improve the quality of Industry 4.0 products in Russia and other CIS countries. The theoretical significance of the results obtained in the articleis that they clarified the role that the migration mechanism has on the quality management of Industry 4.0 products, taking into account the unique experience of Russia and other CIS countries.The practical significance of the authors' conclusions and recommendations is that they make it possible to improve the effectiveness of quality management in industry 4.0 based on educational and labor migration in Russia and other CIS countries.

Background. To date, a significant number of researchers have noted the shortage of highly qualified scientific personnel employed in research organizations. It is due to a number of reasons, among which emigration of scientists to those countries where highly qualified work is paid higher can be marked. In this regard, issues related to the international mobility of postgraduate students, including educational mobility, are very important. Objective. The study focuses on the socio-psychological characteristics of postgraduate students' attitudes to educational migration. Study Participants. The study involved students of postgraduate schools at research organizations involved in the training of graduate students in the field of educational sciences, as well as pedagogical universities in Moscow, St. Petersburg, and other regions of the Russian Federation. A total of 803 respondents were interviewed. Methods. The article is based on the materials of a monitoring questionnaire. Results. The study revealed a connection between socio-demographic factors (gender, age) and attitudes related to educational migration: men more often indicate a desire to improve their professional qualifications abroad; with age, the number of graduate students wishing to study abroad decreases. In addition, the influence of socio-stratification factors (the income level of graduate students and the educational status of the family) on attitudes towards educational migration was revealed: high-income graduate students, as well as those graduate students whose parents have academic degrees, are more focused on professional development abroad. The study also showed that migration attitudes related to temporary educational migration are significantly more widespread among graduate students than among researchers. Conclusion. The attitudes of graduate students related to educational migration are determined by the influence of a number of socio-demographic and socio-stratification factors. At the same time, studying abroad is considered as a career elevator, primarily by those postgraduate students who do not plan to link their further professional activities with scientific work and teaching at budgetary institutions. Also, the larger migration mobility has been revealed in postgraduate students as a socio-professional group in comparison with researchers.

The article discusses the development of the infrastructure of regional systems of secondary vocational education, as well as the territorial accessibility of professional educational organizations (VET) for young people. As part of the study, the authors consider compliance with state guarantees for the implementation of the right of young people to vocational education in terms of providing budgetary places in educational organizations of the open-ended educational system and places in hostels, as well as the permissible value of the specific gravity of the number of buildings of state public educational institutions adapted for training people with disabilities and disabled people. The basis for the study was the Spatial Development Strategy of the Russian Federation for the period until 2025, approved by order of the Government of the Russian Federation of February 13, 2019 N 207-r and the Development Strategy for the system of training workers and the formation of applied qualifications in the Russian Federation for the period until 2030. As a result of the study, the authors identified regions at risk for the availability of secondary vocational education. Calculations were carried out taking into account the demographic forecast and migration of young people. The article was written on the basis of the RANEPA state assignment research programme.

Copyright of International Relations & International Law Journal / Seriâ Meždunarodnye Otnošeniâ & Meždunarodnoe Pravo is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, I examine the understanding of agency among the tribal young women attending college in Pratapgarh (Rajasthan), India. Particularly in light of this shift in their living and academic spaces, I look at how they interpret and perform their agency when it comes to being in a romantic relationship and getting married. It is not uncommon for tribal members to engage in romantic relationships and to seek love marriages. The number of young women migrating for education is increasing. As a result of educational migration, the practice of live-in relationships, romantic relationships, and love marriages has also increased over time among tribal youths. The data for this study were collected over nine months from interviews, group decisions, and participant observation of tribal young women in places they frequent, such as college campuses, hostels, homes, markets, and parks. In addition, the narratives of their parents and other family members are also analyzed to explore this aspect of agency, space, and marriage. In various domains encompassing academic and domestic spheres, my investigation has revealed that tribal young women exhibit agency concerning their involvement in romantic relationships and their preferences for either love or arranged marriages. Notably, a prevailing pattern emerges among most of my participants, regardless of their current romantic status or chosen marital arrangement, which centers around their post-wedding aspirations to pursue their education and attain government employment, thereby fostering financial independence. For these participants, marriage serves as a conduit through which they can sustain their educational pursuits even after entering into matrimony, facilitated by the support and assistance from their partner and in-laws. In addition to providing emotional and moral encouragement, these marital arrangements offer financial assistance, further reinforcing the participants' willingness to embrace matrimony while pursuing their education. [ABSTRACT FROM AUTHOR]

The introduction notes the increase of educational migration and the relevance of creating the necessary conditions for the successful socio-psychological adaptation of international students in Russia. The theoretical analysis is devoted to identifying modern problems of adaptation of international students in universities in different countries, including Russia. Among the various forms of work with international students, group culturally-sensitive counseling can help actualize the individual’s adaptive resources through immersion in the socio-cultural environment of the country of educational migration. Empirical analysis is based on a description of the results of a comparative study of the dynamics of personal characteristics of international students before and after group culturally-sensitive counseling. The advisory sessions involved 30 Indian first-year students (Penza State University). The analysis of the personal characteristics was carried out by means of the 3 methods: The Freiburg Personality Questionnaire, The Image-associative test “The image of the native country – the image of foreign countries” (S. V. Frolova), “The adaptation of a person to a new sociocultural environment” (L. V. Yankovsky). Reliably significant positive changes in the personality states of the respondents (decrease in the level of neuroticism, spontaneous aggressiveness, depression) were revealed. Conclusion. The analysis shows the effectiveness of group culturally-sensitive counseling in the socio-psychological adaptation of international students, which contributes to their active entry into the new socio-cultural environment of the country of educational migration. There has been an increase in integration among respondents with both Russian and Indian culture.

Goals. The article aims to characterize some key aspects of present-day migration from Mongolia to Australia. Materials and methods. The study employs a comprehensive methodology to analyze international and national statistics data from the United Nations, UNESCO, Governments of Australia and Mongolia, etc. It also involves discourse analyses of Russian-, Mongolian- and English-language print and online publications dealing with the migration of Mongolian citizens to Australia. Survey methods have proved as instrumental, e. g., expert surveys, informal interviews, and questionnaires. Field research was conducted in the summer of 2022. Results. The study reveals key characteristic features of Mongolian migration to Australia. Firstly, Mongolian migrants in Australia are a fastest growing group of foreign migrants. Currently, Australia is becoming an increasingly popular labor (third place after the Republic of Korea and the USA) and educational (fourth place after China, Korea and Japan) destination for Mongolian citizens. Secondly, the main driving force of labor migration from Mongolia to Australia is the economic motive; however, non-financial factors play an equally important role — low population density, similar to landscapes, high living standards and quality of life, favorable migration situation in the host society. Thirdly, educational migration from Mongolia to Australia, as well as labor migration, has a high potential, is associated with further employment prospects and professional self-realization for Mongolian citizens both at home and in the destination country. Labor and educational migration is stimulated by active special government programs within operating Australia-Mongolia agreements both in industrial/economic (primarily in mining) and humanitarian spheres (various scholarships, academic mobility). The countries anticipate an expansion of economic, cultural and educational cooperation, which shall make it possible to implement mutually beneficial projects.

Introduction. Being a country with a young age structure, Tajikistan has become a prominent participant of various migration flows in recent years. A large number of labor migrants from Tajikistan to the member countries of the Organization for Economic Cooperation and Development (OECD) have been reported since 2014, which is associated with a fall in the ruble’s exchange rate and a decrease in incomes of migrants to Russia in currency equivalent. At the same time, traditionally Tajik youth used to to study in Russia and Kazakhstan, but in recent decades the flow to OECD member countries has also increased significantly. Goals. The study aims to identify the causes and features underlying the reorientation of the flows of educational migrants from Tajikistan toward new geographical directions, namely the OECD member countries. Materials and methods. The work basically employs two research methods. Firstly, the statistical method processes data on the scope and structure of educational emigration from Tajikistan. Secondly, the sociological method provides insights into outcomes of sociological surveys and expert interviews (secondary analysis of sociological data). The key sources of information are OECD-related data from the OECD.Stat reports, and the author’s survey (conducted online via Facebook social network — banned in Russia — accounts of several associations of Tajik citizens abroad) among young individuals from Tajikistan who study in OECD member countries. The questionnaire contained 17 questions about adaptation and integration of migrants, educational levels of migrants, age-sex structure, migration channels, reasons for the reorientation of labor migrants toward OECD member countries, resettlement, and sectoral employment in host countries. The convenience sampling yielded a total of was 417 individuals who were then undertaking training programs in Austria, Germany, the U.S., and Canada. The survey was primarily seeking to identify adaptation strategies selected by young emigrants from Tajikistan in OECD member countries. Results. So, the article presents the outcomes of the survey. Half of Tajik university graduates try to continue their studies and/or find a job abroad via the Internet. Actually, many tend to view educational migration as an emigration channel. This process is accompanied by that Tajik citizens take additional training or retraining programs, seek to receive acknowledgement certificates for diplomas of Tajikistan, and undergo corresponding courses in the receiving countries. As a rule, they quickly adapt to labor markets in OECD member countries: it takes ‘less than a month’ (or ‘from 1 to 3 months’) to get a job. The working language for most Tajik migrants is English and German, and they get jobs in the fields of education and medicine, which attests to somewhat increased educational levels of theirs.

Educational migration plays an important role in the implementation of admission plans for applicants to higher education institutions in a significant number of Russian regions. The aim of the work is to find out which regions are the most attractive for graduates in terms of higher education on the basis of the study of interregional migration of university entrants, as well as to identify the factors influencing the educational attractiveness of the regions. The research methodology is based on the statistical approach, which allows us to use publicly available data from official statistics. The information base of the study was the data of the federal statistical observation forms No. VPO-1, No. OO-1, as well as other official statistical data of the Federal State Statistics Service. The methods of the study included methods of comparative analysis and descriptive statistics, methods of data mining, such as analysis of key factors of influence and clustering. The main indicator of educational migration was selected as a statistical indicator – the share of students from the total enrollment who received a previous education in another subject of the Russian Federation. The analysis revealed ten factors that have the greatest influence on the indicator of educational migration. The clustering of 83 regions according to the space of selected characteristics resulted in five clusters with different values of the indicator of educational migration and different values of indicators of the quality of life. Three territorially different educational centers of gravity were identified: “Metropolitan”, “Southern” and “Siberian”, which include 27 regions of Russia from the two best clusters by the indicator of educational migration. The regions of the Arctic zone of the Northwestern Federal District and the Far East enjoy the least educational popularity. The trend has been revealed, which is a decrease in the value of the indicator of educational migration of most regions as they move away from the “metropolitan” educational center. The results of the study can be useful to the executive authorities of the regions when solving the tasks in the sphere of educational migration flows management.

Educational immigration is of great social importance for the development of all countries of the world, including Kazakhstan. In particular, it has at least four main effects: social, political, demographic and economic. In improving the higher education system, the topic of knowledge migration is a relevant area of research, which focuses on the connection between student mobility and the quality of education. Such research promotes the exchange of knowledge and experience, enriches cultural diversity and improves higher education. This gives students access to a variety of educational resources and experiences in different countries. Positively assessing the current dynamics of increasing the number of foreign students studying in the Republic of Kazakhstan, it is noted that in order to reach the level of leading countries in the world market of educational services, Kazakhstan needs to develop a concept for expanding the country's competitiveness in the export of these services. [ABSTRACT FROM AUTHOR]

The purpose of the article is to define new horizons of economic integration in the EAEU based on educational and labor migration, provided that quality improvement in industry 4.0 is chosen as the key vector of this integration. Using the trend analysis method, changes in the incoming and outgoing migration flow to the EAEU in 2010-2019 have been determined. The influence of migration flows in the EAEU on the product quality in Industry 4.0 has been identified using the regression analysis method. As a result, it has been revealed that economic integration in the EAEU gives a powerful new impetus to the development of migration processes in these countries. The econometric model obtained during the study showed that the quality of Industry 4.0 products in the EAEU improves with an increase in incoming and a decrease in outgoing migration flows. The originality of this study lies in the fact that it proposes a new approach to economic integration in the EAEU, in which the management of educational and labor migration flows is rethought as a tool for the implementation of the common vector of Eurasian integration: quality improvement in industry 4.0 The authors have proposed a framework strategy for improving migration policy in the EAEU until 2025 to icrease the quality in industry 4.0. The implications for migration policy are related to the fact that the developed algorithm for managing educational and labor migration in the EAEU will prevent brain drain, strengthen the culture of the “knowledge society” and attract the best personnel from around the world for Industry 4.0 in the EAEU. The article substantiates new horizons of economic integration in the EAEU for improving migration management to increase quality in industry 4.0, namely: the creation of competence centers, [ABSTRACT FROM AUTHOR]

The article reveals the unique experience of Russia and other CIS countries, which are fast-growing digital economies with a dynamically developing industry 4.0, as well as free migration. The purpose of this article is to study the prospects for improving quality management in Industry 4.0 based on educational and labor migration in Russia and other CIS countries. It is proved using econometric modeling of the experience of Russia and other CIS countries using regression analysis based on data for 2021 that immigration does not allow attracting highly qualified personnel for industry 4.0, but emigration does not lead to the loss of highly qualified personnel for industry 4.0.Alternative scenarios of quality change in industry 4.0 in Russia and other CIS countries have been created, which are based on the flows of educational and labor migration in the “Decade of Action” (in the period up to 2030). The scenario of filtration of incoming and freedom of outgoing migration flow has proved to be the best, since the optimization of educational and labor migration flows provides the highest rates of qualitative growth of industry 4.0 in Russia and other CIS countries by 223.96% with a probability of 46.5%.To implement this scenario, a promising model of migration flow management has been proposed to improve the quality of Industry 4.0 products in Russia and other CIS countries. The theoretical significance of the results obtained in the articleis that they clarified the role that the migration mechanism has on the quality management of Industry 4.0 products, taking into account the unique experience of Russia and other CIS countries.The practical significance of the authors’ conclusions and recommendations is that they make it possible to improve the effectiveness of quality management in industry 4.0 based on educational and labor migration in Russia and other CIS countries. [ABSTRACT FROM AUTHOR]

The publication aims to analyze the existing regulatory framework in the field of edu- cational migration for the implementation of strategic documents in the field of foreign and humani- tarian policy of Russia; assess how the existing legal mechanisms for educational migration meet the objectives; to formulate the institutional conditions for a new stage in the export of Russian education, taking into account geopolitical changes. The publication also presents the results of the monitoring of “double degree” programs conducted by RUDN University in 2022, as well as the risks of introducing a new system of higher education in Russia in the aspect of internationalization. The methodological basis of the study is the analysis of statistical data in the field of international education, as well as the analysis of the regulatory framework, which includes the legislation of the Russian Federation; departmental regulatory documents, international experience. Main research methods: analysis, formal legal and comparative legal.

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In recent decades Russia has become a part of a global educational and cultural space. Expansion of individual freedoms and opportunities gives a person the right to form his social and professional choice based on internal needs and personal interests. The relevance of the topic is due to the growth of educational migration and the related problem of adaptation of foreign students to a new socio-cultural environment. The aim of the research is to study the factors influencing the adaptation process of foreign students in a Russian university. The methods of analysis and synthesis, structural and functional ones have been used, and to obtain empirical data interviewing and questioning have been used. In the course of the research the factors influencing the adaptation process of foreign students in a Russian educational institution have been identified. First of all, these are the individual psychological qualities of a person, personal sympathies and antipathies of students, as well as religious, political, social, ethnopsychological and spiritual characteristics. As a result of the study the authors have concluded that it is necessary to develop adaptation programs and introduce them into the educational process, taking into account the identified problems.

The scientific problem of the study is related to the identification of educational migration for university admission against the background of youth migration. The practical problems of the study are focused on the creation of analytical conditions for decision-making and planning for the education system development: the distribution of enrollment targets, financing and resource supporting the infrastructure development, and the development of the human resources potential of Russian universities. The object of the study is interregional youth educational migration for university admission. Federal universities data is described as the object of present study. Sources: official state statistics data of 2017-2021, “big data” is the results of passing the Unified State Examinations (USE) and the choice of university and direction of study by students for 2020. The research methodology is connected with the analysis of official statistics, the Russian regions typology according to the characteristics of youth migration: recipient regions, donor regions, regions of a mixed or “transit” type (leaving graduates are replaced by newcomers), closed (low intensity of migration processes). Educational migration was identified by analyzing and comparing databases on the results of the USE and the results of university admission. Stable patterns of migration processes, migration trends and directions have been identified as a result of the study.

One of the main intangible resources, along with regional and local identity, is human capital. Multiplying human capital is one of the main functions of the education system, including higher education. The theoretical framework of the study is defined by the concept of responsible development (I.S. Semenenko), the theories of “triple helix”, “preceding events” (path dependence) of P. David and “track of dependence”. The empirical base is represented by the results of a sociological study, held among students of Krasnodar universities in June 2022. As part of comprehensive analysis, documents of regional authorities and administration, and data from federal and regional statistics were used. The Krasnodar Krai was initially formed and integrated as an agricultural region; thus, the system of higher education focused largely on training specialists for agriculture and related industries. Structural transformations that began in the 1990s changed the region’s vector of development. The rapid progress of the resort and recreational industry, and enterprises of the tertiary sector influenced both intra-regional and inter-regional migration. The universities of the Krasnodar Krai are attractive to educational migrants from other regions of the country - from both the neighbouring Southern Russia regions and the north-eastern regions. At the same time, from the point of view of global competitiveness, the region has systemic problems in the development of human capital, innovation, and space. The authors focus on the educational trajectories of students, the reasons for their choice of Krasnodar as education destination, satisfaction with the quality of educational services, the degree and forms of social activities, as well as further life and professional plans. The authors identified three contradictions in the current state of the region’s higher education system, without the resolution of which it will be impossible to convert human capital into a real factor of regional development. These are the contradictions between the significantly growing population of the region and the reduction in the number of students, between the needs of the labour market of the “knowledge economy” and the structure of specialists’ training, and between the governmental trend for the development of rural areas and the lack of motivation among university graduates to work in rural municipalities. The article formulates several proposals for resolving these contradictions.

The article considers the scale of emigration from Tajikistan to Russia, the distribution of Tajik migrants on the territory of Russia, the importance of the educational migration development for Tajikistan. As well as the trends of educational emigration from Tajikistan to Russia, the prospects of educational migration from Tajikistan and practical recommendations for Tajikistan on the preservation and return of highly qualified specialists to the country are proposed. Tajikistan, as a country with a young return structure of the population, has become a significant participant in various migration flows in recent years. Migrants from Tajikistan can be divided into two parts according to the level of education: the first is young people with secondary or incomplete secondary education, very rarely – with vocational education. The second group consists of middle-aged and older people, skilled workers, and specialists with secondary specialized and higher education. Traditionally, Tajik youth went to study in Russia and Kazakhstan. Half of Tajik university graduates are trying to continue their studies and/or find a job abroad using the Internet. Many people see educational migration as one of the channels of emigration. This process is accompanied by the receipt byTajik citizens of another education orretraining, the recognition of Tajik diplomas, the passage of appropriate courses in the receiving countries. The socio-economic situation in Tajikistan and the opportunity to earn money and improve living conditions both inside the country and abroad were primarily the driving factor of migration from Tajikistan to Russia. The main reasons why migrants do not want to return to Tajikistan are not only low wages at home, but also great opportunities abroad, which have not only economic, but also political and social dimensions (freedom of political views, the possibility of self-expression, the possibility of realizing abilities). As a result of this wave of migration, Tajikistan is losing not only young people, but also bright potential. We need a policy of attracting highly qualified people to the country, which is impossible without real changes in the socio-economic and political sphere. The purpose of the article is to identify trends and prospects for the development of educational migration from Tajikistan to Russia, as well as the consequences of educational emigration for Tajikistan.

This article analyses Russian and foreign academic research in the field of teacher migration. The study aims to determine the volume of research on the given subject area. In the article, we have used a comparative analysis of sources, as well as such methods as comparative and structural-functional analysis, and statistical means. The objectives were to study the concept of migration, to identify positive and negative aspects of labor migration, to examine the meaning of the terms educational and intellectual migration, to identify the problems faced by teachers when moving to other countries, based on the works of foreign authors. The teachers' experience in such countries as the USA, Belgium, and Norway was analyzed for this purpose. The main results of the study confirm the relevance of the article's topic. We came to the conclusion that the narrow focus "migration of teachers" is barely studied and requires additional research to identify the causes and factors in teacher professional activities. / RESUMEN Este artículo analiza la investigación académica rusa y extranjera en el campo de la migración docente. El estudio tiene como objetivo determinar el volumen de investigación sobre el área temática dada. En el artículo, hemos utilizado un análisis comparativo de fuentes, así como métodos tales como análisis comparativo y estructural-funcional, y medios estadísticos. Los objetivos fueron estudiar el concepto de migración, identificar aspectos positivos y negativos de la migración laboral, examinar el significado de los términos de migración educativa e intelectual, identificar los problemas que enfrentan los docentes al trasladarse a otros países, a partir de las obras de autores extranjeros. Para ello se analizó la experiencia de los docentes en países como Estados Unidos, Bélgica y Noruega. Los principales resultados del estudio confirman la relevancia del tema del artículo. Llegamos a la conclusión de que el enfoque estrecho "migración de maestros" apenas se estudia y requiere de investigación adicional para identificar las causas y los factores en las actividades profesionales de los maestros.

This article examines international student mobility (ISM) as a process of "aspiration on the go" for African students in China—a burgeoning yet under-researched international student flow. Drawing on 15 months of fieldwork at a Chinese university, we present ethnographic case studies of African students that unveil their varied aspirations for travelling to study in China and, more importantly, reflect the diversity and dynamics of their aspirations on the go in confrontation with the realities they have encountered during their stay. We demonstrate that students' aspirations might be preserved, transformed, reconfigured, placed on hold or go well to realisation, each of which impacts their ISM navigation, such as decisions to leave, to stay or to move to another university/country. We argue that adopting a dynamic and processual approach is important for rethinking international student aspirations and mobilities, in that it not only identifies nuances that diversify our understanding of what international education may mean for different individuals—especially for those from less-privileged backgrounds in an ISM flow within the Global South—but also bridges such binaries as imagination and reality, promise and precarity and structural force and agency that are usually treated separately in the literature of ISM. [ABSTRACT FROM AUTHOR]

Copyright of Herald of Journalism / Habaršy Žurnalistika Seriâsy is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Ethnographic work among high altitude populations has shown that children are highly mobile—the most recent expression of this is the educational migration of children born at high altitude to boarding schools at lower altitudes. The impact of these patterns of migration on size for age are unknown. Aim: We investigated the association between growth in weight and height and educational migration in ethnic Tibetan children living in and out of their natal communities. Subjects and methods: Five hundred and fifty eight children ages three to sixteen from the Nubri Valley, Nepal participated in this study. Three hundred children were living in natal villages and 258 were attending boarding schools in Kathmandu. Height, weight, and skinfold thicknesses were collected and matched to demographic data from the community. Results: There was no association between altitude of family residence and size for age z‐scores. Males had lower z‐scores than females; z‐scores for both groups declined with age. Differences in size for age among children in boarding schools were associated with two factors: sex and type of boarding school (individual sponsor or group funded). Individuals attending individually sponsored schools had greater size for age compared to children in group funded schools or in their natal villages; younger children in collectively funded schools were smaller than village peers. Conclusions: Despite popular perceptions, educational outmigration in Himalayan communities may not be associated with improved child growth outcomes and investment in community level schools may be a practical solution for improving child growth and physical and mental health. [ABSTRACT FROM AUTHOR]

The outflow of young people from the country for education and employment abroad is one of the most acute socio-economic problems for Kazakhstan. Taking into account the international competition in education and the imperfection of the labor market in the country, stopping the emigration of young people in the near future seems to be a difficult task. The purpose of the study is to identify and substantiate the economic aspects and factors of educational and labor migration of Kazakh youth abroad. Today, young people of Kazakhstan travel to almost all regions and countries of the world. Youth migration has both positive and negative aspects. There were developed 3 types of online questionnaires for particular categories of respondents: 1) graduates of secondary education (27 questions), 2) graduates of bachelor’s degree (27 questions), 3) young people working and living abroad (23 questions). SPSS Software was used for data analysis. The positive consequences include raising the level of qualifications and knowledge of young people, exploring new opportunities for self-realization. However, an urgent problem is a fact that the educational and labor migration of young people turns into permanent or non-return migration. The analysis allowed us to identify the dominant factors of «attraction-pushing», which have been studied and are considered as determining the migration movement of young people abroad. The combination of attracting and pushing factors influencing the migration decisions of young people can be very complex and diverse, however, in most cases, the main factors are economic, social, and demographic factors of migration.

International educational migration is an integral element of the modern world, which actualizes the problem of adaptation of educational migrants. Linguocultural adaptation is especially interesting, because it determines the strategy of adaptation and the result of the further integration of the migrant in the new society. The purpose of the article is to study the linguistic and cultural adaptation of the subjects of international academic migration in the context of the new space of everyday life. The empirical basis of the research was the results of an interregional study within the framework of a qualitative approach using the methods of in-depth and semi-structured interviews, conducted in March-April 2021. 20 informants were interviewed. The case study method became the tactic of the qualitative approach, the Krasnodar Territory and the Novosibirsk Region acted as local cases. In the Krasnodar Territory, people from Arab-Muslim countries were interviewed, students from China were interviewed in the Novosibirsk Region. The analysis of the interviews allowed us to identify the factors that determine the success of linguocultural adaptation of educational migrants, as well as the main difficulties in the process of formation of language competence and, consequently, linguocultural adaptation of both students from Arab-Muslim countries and Chinese students. The research showed that attention to the ethno-national characteristics of foreign students, to their system of motivation in organizing the learning process, inclusion in the culture of the host community, contribute to faster and more successful linguocultural adaptation. It was concluded that new types of identity are determined in the process of linguocultural adaptation by the degree of empathy of the migrants’ native culture. The research results can be used in the formation of adaptation programs for educational migrants in Russian universities.

The article analyzes the everyday communication of Chinese students in the Far East of the Russian Federation. The empirical data are based on two studies conducted by the staff of the Institute of the East, Higher Education Research Institute of Harbin Institute of Technology and the Interdepartmental sociological laboratory of The Institute of Finances and Economics of North-Eastern Federal University in 2017 and 2019. The methodological approach of the research, based on the theory of social space, allows us to conventionally distinguish the educational field and types of neighborhood subfields. As a structure of such fields of everyday communication in a foreign ethnic environment, the following are identified: the duration of students’ stay depending on educational programs, the level of Russian language proficiency, place of residence, roommates in a dormitory, the level of material well-being of the students’ family. Of course, it is by no means denied that the main tone in the life of students is set by the cognitive environment of the learning process. The data obtained make it possible to conditionally distinguish three types of neighborhoodhousehold subfields in the everyday extra-curricular life of students: the first can be attributed to students living with their compatriots, some of whom, having quickly adapted to local conditions, may experience difficulties in mastering the Russian language, respectively, and in general in study. The second type may include respondents who have expressed a desire to live with representatives of the local student community for closer contact with them in order to better master the Russian language. Of course, they experience difficulties at the initial stage of adaptation, which can then be compensated for by the achievement of the set goal, good command of the Russian language, the establishment of friendly relations, not only with roommates, etc. The third type can be formed by those who initially have mastered the Russian language at a sufficient level, who can communicate and study in Russia without any problems. They can live both with their fellow countrymen and with Russian students.

The article is based on the materials of a field study conducted in the framework of the research project “Admission to a university in 2020: factors of choice, trends and prospects of the admission campaign (on the example of the Volgograd region).” The purpose of the article is to determine the trends in the professional plans of school graduates in the Volgograd region. The article discusses the results of a questionnaire survey of school graduates of the regional center and municipal districts of the Volgograd region. The study showed that school graduates in the Volgograd region are focused on getting education in Volgograd, and graduates of Volgograd schools – at the universities in major cities. Educational migration is carried out in stages: first from rural areas and small towns to large cities, and then from large cities to major cities and capital cities. The region’s school graduates are characterized by the first stage of migration, and the Volgograd school graduates – the second. The choice of the city of study depends on the area of residence. However, the geographical factor is not dominant. Information technology is one of the most attractive fields of professional occupation for school graduates in Volgograd whilst school graduates in the Volgograd region are much less focused on choosing IT educational programs. The main internal parameters that influence the choice of an educational institution by applicants in Volgograd and Volgograd region, are equal. They are the number of budget places, USE passing score and the quality of education at university. At the same time, regional applicants pay relatively more attention to the cost of education, which is associated with a lower level of material prosperity among families in municipal districts, in comparison with families in the regional center.

The paper focuses on clarifying the cause-effect relations of educational and labor migration in implementing the social investment model of economic growth in the Eurasian Economic Union (EAEU). The paper aims to investigate the role of educational and labor migration in implementing the social investment model of economic growth in Russia under the new horizons of economic integration in the EAEU. The authors use the correlation analysis method to determine the role of educational and labor migration in implementing the social investment model of economic growth in the EAEU. The experience of implementing the social investment model of economic growth based on educational and labor migration in the EAEU has been studied using the case study method. The authors present their forecast for implementing the social investment model of economic growth in the EAEU up to 2024. The conditions for developing educational and labor migration in the EAEU in 2022 are determined. The novelty of this research lies in studying educational and labor migration as factors of economic growth in the social investment model in a new perspective of economic integration. The research contributes to the literature by developing the scientific foundations of the concept of the knowledge economy through clarification and rethinking of the role of human resources in the social investment model of economic growth under conditions of economic integration. The practical significance of this research lies in the fact that the developed policy implications for the regulation of educational and labor migration under the new horizons of economic integration make it possible to most effectively implement the social investment model of economic growth in the practice of the EAEU.