Dr. Irek Suleymanov on his new course "Bridging Worlds: An Introduction to Science Diplomacy"

Dr. Irek Suleymanov joined the Department of Educational Programs at the HSE Institute for Statistical Studies and Economics of Knowledge (ISSEK) in 2024, introducing an innovative course on science diplomacy. The new academic year was marked by a new seminar series organized by Dr. Suleymanov in collaboration with the UNESCO Chair in Science Diplomacy and Heritage at the National Autonomous University of Mexico (UNAM). Titled "The Dynamics of Science Diplomacy: Bridging Pragmatism and Idealism" this series of seminars is aimed at enabling students to realize their scientific ambitions.

the photo is provided by I.T. Suleymanov

Dr. Irek Suleymanov joined the Department of Educational Programs at HSE ISSEK in 2024, while simultaneously continuing to work in the international unit of the Joint Institute for Nuclear Research (JINR). He also has experience working in the Department of International Cooperation of the Ministry of Science and Higher Education of the Russian Federation, as well as the German Embassy in Moscow (Inpredkadry), and Ulyanovsk State Pedagogical University.

Dr. Suleymanov holds a PhD in pedagogy (his dissertation title was "The Formation and Development of Multicultural Education in Germany") and an Executive Masters in Management of Research Infrastructures from the University of Milano-Bicocca. In 2024/25, he completed professional retraining under the "Program for the Development of Management Personnel Reserve in Science, Technology, and Higher Education (Operational Level)" at the Russian Presidential Academy of National Economy and Public Administration (RANEPA) and the Sirius University of Science and Technology. His professional interests include science diplomacy, international cooperation in the field of megascience, and communication strategies for research infrastructures and organizations.

Irek Tavfikovich, why did you decide to join HSE University? What attracts you in teaching at the programme?

I've interacted with colleagues from HSE University and the Institute for Statistical Studies and Economics of Knowledge throughout nearly my entire professional life — both at the Russian Ministry of Science and Higher Education and at the Joint Institute for Nuclear Research. I have always been positively impressed by the high competence and culture of the members of HSE University. Honestly, I never thought I would become part of this wonderful team.

I've long heard about the unique master's program "Science, Technology and Innovation Management and Policy." Working in the field of managing international cooperation in science and technology, I have come to understand—and continue to see—the importance for current and future managers in this field to have at least a general understanding of science diplomacy. This is our reality — both in Russia, with its global interests, and in other countries. Just look at the key current documents in science and technology in Russia, BRICS countries, or Europe — science diplomacy is gradually becoming a significant aspect of this "realm," and thus an essential part of the professional portfolio of science managers involved in international relations and in scientific and technological policy.

 

You teach a course on science diplomacy, what is your course about?

The course is called "Bridging Worlds: An Introduction to Science Diplomacy." It is aimed at future managers in science, technology, and innovation. Although the term "science diplomacy" is relatively new, it is a highly important interdisciplinary phenomenon at the intersection of diplomacy, science, technology, politics, and more. Regardless of the sector in which our graduates will work—whether in innovative business, academia, or government science and technology policy—they will need at least basic competencies in science diplomacy.

The course essentially covers five comprehensive areas. We begin with the theoretical foundations and concepts of science diplomacy, familiarizing students with the material while maintaining a close connection to practical applications. Considering that our students come from over a dozen countries, each shares their understanding of science diplomacy within their national context, enriching everyone's perspective—including my own.

Within the course, we examine two main practical paths of science diplomacy: the track of national science diplomacy—focused on specific states and their interests—and the track of specialized international organizations, ranging from non-governmental to intergovernmental entities. Students explore the full spectrum of how science diplomacy is understood—from "soft power" to the "voice of the scientific community." Most importantly, the course offers students the opportunity not only to learn about specific tools and mechanisms of science diplomacy but also, through conversations with experts, to "enter the laboratory" where management decisions are made within the framework of science diplomacy.

The remaining two modules expose students to current "crash tests" of the science diplomacy concept—for example, examining how, in Europe, science diplomacy of "negative action" is implemented in practice. It's crucial to provide future managers with examples of strategies for responding to such "triggers." Naturally, we also look into the future—discussing what the role of science diplomacy might be and should be going forward. This includes examining criticisms of the concept, arguments about its shortcomings, its growing strength, and its process of "maturation."

I hope the structure and content of the course provide students with a solid understanding of the concept and tools of science diplomacy, its goals and mechanisms, while also fostering their skills in analysis, observation, and the development of scientific dialogue practices within this field.

 

What experience do you have in this field — teaching, research?

My entire professional biography is largely connected with practical international cooperation in science and technology, as well as science diplomacy. As a practitioner, I recognized a lack of conceptual knowledge in science diplomacy—questions such as: Are there any general concepts regarding this? What are the existing theories and approaches? Are there even universal tools of science diplomacy? This motivated me to actively participate in various international scientific and educational initiatives related to science diplomacy. Naturally, my initial education was pedagogical, which has always fueled my passion for teaching. While working at JINR, I also delivered lectures to colleagues on topics related to the management of scientific organizations—scientific ethics, communication strategies in science, and, of course, science diplomacy.

These topics are deeply interesting to me. In 2025, I completed professional retraining under the "Development Program for Career Management Reserve in Science, Technology, and Higher Education" at RANEPA and Sirius University.

I also try to publish—this year, several of my scientific articles on different aspects of science diplomacy have been published. I hope that former and future course participants will also reach the level of scientific publication.

the photo is provided by Suleymanov I.T.

What were your primary goals in creating this course?

I always remember my teachers' words — which sounded somewhat “grown-up” to me as a 20-year-old student, but still resonated deeply — "Think about who will come after you." I realized that sharing my knowledge and skills with those who will succeed me is crucial. I was glad to join the teaching team to pass on the "craft" of science diplomacy to the next generation of specialists.

In designing the course, I relied on my experience participating in numerous scientific and educational programs worldwide, but primarily on my own demands as a practitioner—and, to some extent, an employer—asking myself what kind of specialist I would want on my professional team. This perspective shaped the structure and scope of the science diplomacy theory, which is ultimately intended for future practitioners. For example, a key element became the "Expert Interventions" — sessions where students observe and listen to real science and technology managers, seeing how the principles and theory work in practice.

Additionally, the course emphasizes developing practical skills. An essential yet straightforward element is how students interact with professors. This became an informal case study for working with students—because details like how to write a standard email are extremely important for a science diplomat and can determine the success of complex interactions.

 

What is the main goal you set for students in this course? What skills or knowledge will they have after completing it?

The main goal is to shape future managers' understanding of science diplomacy—its tools and broad applicability. Here, a balance between theory and practice is essential. Practice can be quite diverse—from exploring major initiatives by the IAEA or, on a national level, analyzing case studies from Russia's Ministry of Economic Development, to engaging with decision-makers in these organizations. There are also very specific tasks related to science diplomacy faced by particular regions today.

Students have had the opportunity to communicate with a relevant current decision maker and contribute solutions to real issues, receiving feedback from the Deputy Head of the Government of Kamchatka Krai, Mrs. Alexandra Lebedeva. This approach is not just theoretical; it includes practical managerial and social skills such as asking the right questions, efficiently allocating tasks within a project team, and more.

 

Do you incorporate any innovative or interactive elements into the course?

Since students from all HSE campuses participate, the course is conducted online, which allows leveraging modern videoconferencing features: forming project groups, providing real-time feedback through online polls, and more. There is also a Telegram group for course discussions.

A special feature I would like to highlight is the "Expert Interventions." For each thematic block, I invite a specialized expert. It is important to me that the expert is an active or former manager (since we prepare specialists in sectoral management), and, naturally, that they are international. I am pleased to have involved experts from international organizations (IAEA, UNESCO, ITER), federal and regional authorities (Ministry of Economic Development of Russia, Kamchatka Krai government), diplomatic missions (foreign embassies), and specialized organizations (Russian Science and Culture Center in Berlin, Russian Science Information Center). I hope that this expert community of the course and the program friends will continue to grow.

For example, an "expert intervention" by Professor Ana Maria Cetto, President of the UNESCO Chair in Science Diplomacy and Heritage at the Universidad Nacional Autónoma de México (UNAM), sparked a long-term collaboration — involving exchanges of lectures and a joint scientific seminar with our students.

 

Which topics proved most popular or interesting for students?

Overall, students demonstrated great interest across various aspects of science diplomacy—judging by their active participation in discussions during lectures and the numerous questions they asked. This always delights me as an instructor. However, topics related to multilateral formats of science diplomacy and international scientific organizations as venues and subjects are especially popular. For instance, students had a unique opportunity to communicate with the leadership of the IAEA and ITER.

As someone whose biography is linked with JINR— a unique international scientific organization — I was pleased with the pragmatic approach of the students. Our discussions covered both the theoretical aspects of how science diplomacy functions at these venues and managerial questions. It’s clear that future graduates see these organizations as potential employers.

I believe we need to equip them with additional competencies and knowledge in this area, particularly in the realm of "mega-science"—which has traditionally been a driver of scientific and technological development, international cooperation, and a broad field within science diplomacy.

the photo is provided by Suleymanov I.T.

Did you encounter any challenges during the course?

First, I was pleasantly surprised that nearly 60 students from over ten countries enrolled — creating a wonderful environment for both the theory and practice of science diplomacy. Of course, this also posed challenges — as a teacher, I strive to engage maximally with each student. I employed my pedagogical and managerial skills to attempt to achieve this.

Another challenge involved managing a multinational, vibrant group, with tensions arising from geopolitical differences among students’ countries. However, this very difficulty became an excellent case study — demonstrating how to establish cooperation despite such differences. I am glad that the students managed to succeed in this. It is especially important for them as future managers to be able to work effectively in a multicultural, international context.

There were also practical difficulties, as our experts are global figures who may be located in different parts of the world and time zones, making session coordination challenging. Nevertheless, I want to commend the experts who were willing to participate outside of regular working hours. All these challenges, however, contributed to the overall excitement of the course!

 

How do you assess the success (high student evaluation of teaching score) and results of the course?

I believe the course was successful. This is evidenced by the exam results and students' progress throughout the course. Students worked intensively—through group assignments and individual cases.

I am pleased to note that several students are planning to write their Master Thesis on science diplomacy. I also mentioned the Telegram group — it remains active after the course, sharing news in the field of science diplomacy: participation in relevant events, announcements of upcoming round tables, and more. It is important that this community continues to thrive and develop.

The feedback from students was surprisingly positive. Of course, there were constructive comments, which are especially valuable since the course is new and needs to adapt to real-world conditions. What surprised me most was students' willingness to connect their academic futures with science diplomacy. I believe that three to four students expressed intentions to pursue PhDs with dissertations focused on various aspects of science diplomacy, which is very encouraging.

 

Do you plan to make any changes for the next iteration of the course?

Absolutely, revisions and improvements are inevitable. The course is a living system that must adapt to changes — both in content and to meet practical and student needs. The new version will incorporate innovations, particularly regarding our pool of experts. I hope our "star" lineup of science diplomats — friends of the course — will expand with new names. We are also experimenting with collaboration with the UNESCO Chair in Science Diplomacy and Heritage at UNAM.

In October 2025, we launched an additional experimental initiative — a series of seminars titled "The Dynamics of Science Diplomacy: Bridging Pragmatism and Idealism". The idea is to give students who have already taken or are currently taking the course the opportunity to explore research approaches, test their research results, and receive interdisciplinary feedback. Recognizing its value, especially for emerging researchers, our first session featured prominent science diplomats like Professor Ana Maria Cetto (who is connected to two Nobel Prizes), as well as our young researchers — Anna Glebova (2025 graduate) and a second-year student Lucas Garcia.

We are also experimenting with seminar formats to maximize benefits for the community of emerging science diplomacy researchers and practitioners. This initiative is open to external participants as well, and I hope that "all flags are welcome." I invite students to join the "Science-Diplomacy Team" and enroll in the course "Building Bridges: An Introduction to Science Diplomacy" this academic year!