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Address: 16 Potapovsky Pereulok, Building 10, room 402
SPIN-RSCI: 4388-2340
ORCID: 0000-0002-8905-8983
ResearcherID: HSG-6147-2023
Scopus AuthorID: 15058987600
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E. Terentev
A. Kobtseva
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Sergey Kosaretsky

  • Sergey Kosaretsky has been at HSE University since 2007.

Education and Degrees

  • 1999

    Candidate of Sciences* (PhD)

  • 1999

    Doctoral programme in Educational psychology
    Institute of Teaching and Learning Innovations, Russian Academy of Education

  • 1996

    Degree in History
    Tolstoy Tula State Teacher Training University

* Candidate of Sciences
According to the International Standard Classification of Education (ISCED) 2011, Candidate of Sciences belongs to ISCED level 8 - "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar. Candidate of Sciences allows its holders to reach the level of the Associate Professor.

Courses (2023/2024)

Courses (2022/2023)

Current Issues of Education System Development (Postgraduate course’s programme; 1 year, 1, 2 semester)Rus

Courses (2019/2020)

Current Issues of Education System Development (Postgraduate course’s programme; 1 year, 1 semester)Rus


  • 2023
    Всероссийская научно-практическая конференция «Ментальное здоровье – интеграция подходов» (Нижний Новгород). Presentation: Школа как фактор риска и ресурс сохранения и укрепления ментального здоровья
  • Язык и личность: социокультурные и психологические трансформации (Москва). Presentation: Язык российской образовательной политики: традиции и изменения
  • ERAS International Conference and WERA Focal Meeting 2023 "Transforming Education in a Rapidly Changing World" (Сингапур). Presentation: Getting Students Interested in Science: An Experimental Study of the Impact of Online Clubs
  • 2022
    II Всероссийская научно-практическая конференция с международным участием: ДОПОЛНИТЕЛЬНОЕ ОБРАЗОВАНИЕ ДЕТЕЙ: ПУТИ РАЗВИТИЯ (Москва). Presentation: Дополнительное образование детей в контексте идей устойчивого развития
  • ECER 2022, Education in a Changing World: The impact of global realities on the prospects and experiences of educational research (Ереван). Presentation: Transformation of Extracurricular Education in Post-Soviet Countries: From Universal Access to Inequality
  • 2021
    VI Международная конференция «Современное социально-гуманитарное образование: векторы развития в год науки и технологий» (Москва). Presentation: Подготовка педагогов к работе с учащимися с различным социально-экономическим, культурным статусом.
  • IX Международная научно-практическая конференция «Проблемы и достижения дополнительного образования в Евразийском пространстве» (Иссык-Куль). Presentation: Развитие внешкольного образования на постсоветском пространстве
  • 80-я конференция Японской Ассоциации образовательных исследований (Цукуба). Presentation: Реформа образования в Российской Федерации—Достижения и перспективы
  • Координационная встреча WERA – 2021 (Сантьяго-де-Компостела). Presentation: Наука об обучении для пост-ковидного образования: как исследования помогают лучше усвоить уроки пандемии
  • 2020
    II Всероссийская научно-методическая конференция "Современная дидактика" (Красноярск). Presentation: «Проектирование условий для реализации индивидуальной образовательной самостоятельности в образовательных экосистемах (пространствах)»
  • 33 Международной конференции по школьной эффективности (Марракеш). Presentation: The Professional Health of Russian Teachers: Burnout and Enthusiasm
  • 2019
    63 ежегодная конференция сравнительного и международного образования (CIES) (Сан-Франциско). Presentation: «Above Barriers: A Survey of Resilient Schools»
  • Один пояс и один путь: Образование и Региональное развитие: образование, регион и развитие. (Синин). Presentation: Extracurriculr Education in the Russian regions: role for the regional development
  • 2018
    WERA 2018 World Congress (Кейптаун). Presentation: Characteristics of Resilient Schools: View from the Principals' Side
  • ECER 2018 Bolzano – The European Conference on Educational Research" (Больцано). Presentation: How to Ensure High Achievements for All Students: Qualitative Study of Resilient schools
  • 2014
    The Future of Education, 4th edition (Флоренция). Presentation: Non-Formal Education of Children in Russia: the Legacy of the Soviet Union and Future in the New Information Environment
  • XVIII ISA World Congress of Sociology (Йокогама). Presentation: The Genesis of Educational Inequality in Post-Soviet Russia: the State, School and Groups of Interests

















Article Косарецкий С. Г. Общественный заказ на содержание и качество образования // Народное образование. 2008. № 2

Сontextualizing academic performance in russian schools: school characteristics, the composition of student body and local deprivation.

‘We Work to Create a More Prosperous, Fair, and Safe World’

On July 3–4, 2024, the IX BRICS Civil Forum was held in Moscow for the first time since the association was expanded by five new countries in January 2024. Participants emphasised the importance of personal interaction between public figures, civil activists, as well as the work they do to strengthen and enrich friendly relations between BRICS countries, based on mutual respect. The forum was organised by the BRICS Expert Council–Russia, which is established at the HSE University.

"Global dialogue": IOE’s researches shared their expertise in Chinese Universities

In March 2024, researches of the Institute of Education visited leading universities in Beijing, China, to strengthen established ties and deepen research cooperation. As part of their visit, scholars shared their research results and gave guest lectures.

Congratulations to our colleagues on winning the Russian Science Foundation competition! 

The staff of our Laboratory and the Pinsky Centre of General and Extracurricular Education of the HSE University won the competition of the Russian Science Foundation "Conducting fundamental scientific research and exploratory scientific research by small individual scientific groups" (regional competition). 

Experiences of COVID-19: Cooperation & Competition in Russian Education

COVID-19 has had a swift and ubiquitously profound social impact arguably unseen at any other point of crisis in recent history. As the pandemic marched on, Russian education experienced a hard time settling into the new lay of the land with COVID-induced disruptions defying much of the system’s common norms, standards, and practices.

Anastasia Andreeva, Diana Koroleva, Sergei Kosaretsky, and Isaak Frumin have embarked on a research journey to explore how various stakeholders in Russian K—11 education interacted amid a tapestry of centrifugal and centripetal winds stirred by COVID-19. A chapter summarizing the study findings has been published in Springer’s Schools and Society During the COVID-19 Pandemic: How Education Systems Changed and the Road Ahead.

How Schools Have Been Navigating COVID-19: Evidence from Across Nations

‘Primary and Secondary Education during COVID-19,’ an international volume recently published in open access by Springer, shares accounts by research teams from over a dozen countries of how systems of general education in these respective nations have been steering through a challenging environment of the COVID pandemic.

The Age of Edutainment: Exploring the Case of KidZania

Understanding the role of children’s interactive environments that blend learning and entertainment in modern-day educational ecosystems.

World Bank—HSE University Webinar Examines the Costs of School Closures During the Covid-19 Pandemic

On May 21, the joint webinar series, ‘Education under COVID-19: Problems, Solutions, Perspectives, Research’ began with a session about the effects of school closures under the pandemic. Harry Anthony Patrinos of the World Bank presented the results of a model that he and a team of researchers developed in order to predict the extent to which the closures may reduce learning and lead to future losses in labor productivity and earnings for today’s students. The webinar was moderated by Isak Froumin (Head of the HSE Institute of Education), while Professors Tommaso Agasisti (School of Management, Politecnico di Milano) and Sergey Kosaretsky (Director, HSE Centre of General and Extracurricular Education) served as discussants.

About Three-quarters of Teachers Who Previously Used No Online Resources Now Harness Them

Experts at the HSE Laboratory for Media Communications in Education have come up with findings from a large-scale survey they have conducted in association with the HSE Institute of Education, which aimed to gauge how well school teachers have been able to transition online amid Covid-19 directives that have temporarily shut down conventional learning. In all, 22,600 teachers from 73 Russian regions have been interviewed. The results propose that the overall assessment of how comfortable the Russian teacher corps have found themselves taking instruction to the digital dimension is more optimistic than what was first thought back to when schools had just set about moving online.

HSE Study Findings: 74 Percent of Teachers Who Did Not Employ Online Resources Now Use Them

A large-scale study conducted by the HSE Laboratory for Media Communications in Education found that the situation with online education is better than was first thought when schools had to switch to Internet-based learning to help stop the spread of coronavirus infections.

First Social Impact Project in Yakutia Goes Online

Schoolchildren in many countries, including Russia, are now studying remotely. Russia’s first social impact project in education, in which over 5,000 students and 700 teachers from 27 schools of the Khangalassky District of the Republic of Sakha (Yakutia) are participating, is also transitioning to an online format. The transition will be overseen by the project creators—Project Office staff members of HSE’s Institute of Education.

How Parental Attitudes to General Education Influence Children’s Extracurricular Outcomes

Earlier this fall, Stockholm, Sweden welcomed educational researchers, strategists and institutional leaders from across the globe for the Second WERA-IRN Conference on ‘Extended Education,’ a dimension of learning & development that embraces a vast array of practices and activities beyond the general curriculum that unfold both within and outside the regular school perimeter. IOE experts Sergey Kosaretsky and Mikhail Goshin took part in the forum to present about how different strategies of parental involvement in formal schooling impact the odds of children’s success in extracurriculars.

Fighting Academic Failures

How to Prevent Underachievement at School

International Experts Discuss Strategies to Lead the Way in Effective Multi-level Governance in Education

In November, IOE welcomed a cohort of top-notch law & policy experts from the U.S., Russia, Poland, Belgium, South Africa and Germany for the first international conference, ‘Multi-level Governance in Education: Top-down Governance, Transfer of Authority, and Regional Cooperation.’ A joint initiative between IOE and the ‘EduLaw’ (Erasmus+ Mundus – Curriculum Development) project, the event featured multi-prism debate about how more justified central–local power schemas in education can be devised as an important condition for shaping more effective, equity-centric L&D environments.

International Scientific Conference "Multilevel Governance in Education: Top-Down Governance, Transfer of Authority and Regional Cooperation" was held at the National Research University "Higher School of Economics"

The conference was organized by the Centre for Education Law of the Institute of Education of the "Higher School of Economics" with the participation of the International Project "EduLaw" (Erasmus + Mundus - Curriculum Development)

IOE Experts Discuss Resilient Schools at ECER 2018

Topics of resilient schools and how such L&D settings can be best created to empower less privileged student cohorts have recently piqued more interest among educational scholars and within broader public realms. Marina Pinskaya, Sergey Kosaretsky, Roman Zvyagintsev and Mikhail Goshin, experts at the IOE Center for Socioeconomic Aspects of Schooling, traveled to Italy’s Bolzano this September to take part in the 2018 ECER International Conference, where they presented about IOE’s research on resilient K-11 settings.

IOE to Cooperate with GlobalLab

This September, a Memorandum of Cooperation was signed between IOE and GlobalLab, a Russian-based venue for schoolers and teachers from across the globe to build L&D networks and collaborate on various educational and research projects online.

HSE’s Institute of Education Collaborates with Global School Laboratory

The Institute of Education at HSE has signed an agreement outlining collaboration with the online platform, GlobalLab - a community of teachers and students who work on joint research projects over the Internet.

IOE Experts Speak at 2018 WERA Congress in South Africa

On August 3–5, South Africa’s Cape Town welcomed over 500 leading academics from 62 countries for the 2018 Global Congress of World Education Research Association (WERA), the largest international venue for multidisciplinary educational scholarship and networking. IOE researchers Pavel Sorokin, Sergey Kosaretsky and Roman Zvyagintsev were also presenting at this year’s WERA event.

HSE Staff Members Rewarded by Government of Moscow

According to the decision of Sergey Sobyanin, Mayor of Moscow, fourteen HSE staff members were officially recognised by Moscow Government, with the awards being timed to coincide with the 25th anniversary of the university.

Researchers from Various Countries to Collaborate on Eradicating Educational Inequality 

The HSE Institute of Education has become a founding partner of the Institute for Global Educational Opportunity, an association of universities and research centres that study educational inequality. Representatives from Russia, the U.S., Germany, Israel, Saudi Arabia, and Chili gathered in Washington to reach an agreement on joint annual conferences, publications, and research.


hours are spent each week on courses, clubs, workshops and lessons with tutors by primary- and secondary-school students who are involved in supplementary education.