Problems and prospects of the transformation of higher and general education in Russia

Abstract

Introduction. The modern education system in Russia is undergoing a stage of systemic transformation, encompassing all levels from primary and secondary to higher education. Global challenges, including the accelerated development of digital technologies and artificial intelligence, as well as the need to strengthen national security, necessitate the search for new models of educational policy. In the context of declining quality of training and insufficient funding, education is becoming not only a sphere of social policy but also a factor of national competitiveness. Purpose. To identify the main risks and development vectors of the Russian education system, as well as to determine possible models of modernization that take into account Russia’s civilizational code and the requirements of the digital era. Materials and methods. The methodological foundation of the research is a comparative-analytical approach, including the interpretation of educational reforms in Russia in the context of global transformations. The theoretical analysis was based on the regulatory framework of the Russian Federation in the field of education, national projects (“5-100,” “Priority 2030”), as well as comparisons with foreign models - the Soviet and the Bologna systems. Methods of political science analysis were used to identify the relationship between educational policy, national security, and the formation of human capital. Results. The study identified the main risks limiting the development of education in Russia: declining quality of training, bureaucratization of teaching activities, and lack of funding. The author’s critique of the Bologna model is presented, highlighting its inconsistency with domestic conditions. Arguments are made in favor of a synthetic model combining the fundamental nature of the Russian educational tradition with the competencies of the digital age. The author’s vision of modernizing the teaching corps through institutionalized forms of certification and the introduction of innovative teaching methods is proposed. Conclusions. The article demonstrates that the mechanical borrowing of foreign models does not ensure the long-term sustainability and competitiveness of the national education system. A promising direction is the formation of a Russian synthetic model focused on fundamental training, the development of digital competencies, and the strengthening of human capital. Future research should focus on developing criteria for the effectiveness of educational policy and analyzing the impact of digitalization and artificial intelligence on the structure of educational programs.