Internationalization of schools in Russia

Abstract

Whereas Russian universities have mostly adopted the paradigm of internationalization in higher education that is now widespread in Europe and worldwide, the internationalization of schools in Russia is more complex and ambiguous. This article addresses the questions about the main characteristics of the internationalization of schools in Russia and investigates how the concept of international education and internationalization of schools has developed over time with regard to the interaction of policies, pedagogical models and practices in the Soviet Union and post-Soviet Russia. It takes a closer systematic look at the landscape of the internationalization of schools and different types of schools with an international profile (global competitiveness type, human-oriented type, and language-oriented type) and explores the development of school profiles in mainstream schools far from Russian megacities. Lastly, the article provides reflections on the internationalization of schools in Russia in the context of educational policy in post-socialist Russia, neoliberal reforms and Russia’s search for a new position in a globalized world. The research is based on a review of literature and data from a small-scale empirical study of mainstream schools in a medium-sized city.

Methods Of Researching The Personality Development Of A Teen

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Distance Learning: Vector of Present-day Educational Paradigm

“…The use of information and communication technologies (ICT) in education today is associated with a number of administrative, economic, educational, psychological, and financial problems. Many researchers see their solution in the modeling of information and educational environment, taking into account new technologies, methods, and teaching aids [3]. At the same time, pedagogical diagnostics remains an important component in the development of ICT models.…”

Peculiarities Of Internationalizing School Education In Regards To Diversity

“…Pupils in primary and secondary schools often consider migrants from these parts of the world as potential criminals and people who don't want to respect national values, traditions and beliefs of local population. It is obvious that children perceive the prevailing moods and assessments in their families thus learning prejudice and xenophobia based on false stereotypes (Pevzner, Rakhkochkine, Shirin, & Shaydorova, 2019).…”

“…In the research on internationalization of schools in national systems of education (Kotzyba, Dreier, Niemann, & Helsper, 2018) there are attempts to classify different internationalization profiles. In line with such considerations, (Pevzner, Rakhkochkine, Shirin, & Shaydorova, 2019) single out three types of schools with international profiles in Russia: the global competitiveness type, the human-oriented type, and the language-oriented type. This classification is based on goals of internationalization.…”