Тенденции обновления российской системы высшего образования: оценка культурно-ценностного содержания современных вызовов (обзор)
Updating the Russian higher education system: A review and evaluation of cultural and value-based content of modern challenges

Summary/Abstract: Introduction. The problem associated with the expansion of the methodological tools of teaching in the higher education system determines the purpose of this article - to identify the specifics and trends of updating the Russian system of higher education based on a review and evaluation of the cultural and value-based content of modern challenges. Materials and Methods. The methodological basis of the study is the cultural approach, as a scholarly basis for identifying the specifics of updating the Russian system of higher education and the systems approach as a methodology for selecting research investigations to identify trends, as well as general logical methods of scientific knowledge: analysis, synthesis, generalization, induction, deduction, and systematization. Results. Modern research investigations have identified five key vectors for transforming the higher education system: a focus on achieving sustainable development goals, a focus on the widespread use of artificial intelligence (AI), a focus on humanization, a focus on developing personal qualities and soft skills, and a focus on developing intercultural competence and cultural intelligence. Conclusions. Based on a review and evaluation of the cultural and value-based content of modern challenges, the specific features and trends of the renewal of the Russian higher education system have been identified: total digitalization of the higher education system, based on the widespread use of artificial intelligence; axiologization of teaching and learning in higher education, implying the enrichment of the educational content with personal and professional value meanings; expansion of the methodological basis for designing teaching and learning in higher education; reconceptualization of the educational outcomes: from a competence-based model of a graduate to a model of their personal and professional development, one of the substantive elements of which is the socio-humanitarian culture of the individual, understood as a holistic dynamic formation, a multifaceted structure in which values shape a worldview, intelligence ensures awareness, and activities enhance the implementation of cultural meanings in practice.

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