The Future of Education
Interaction between Universities and Schools as a Foundation for Promoting the Evidence-based Approach for Teachers' Professional Development
Sergey Kosaretski, HSE University (Russian Federation)
Elena Ovakimyan, HSE University (Russian Federation)
Abstract
Universities play a key role in promoting human capital development and social sustainability in line with their third mission and competitiveness strategy. An important way to achieve this is to work with schools to address educational challenges, including teacher development, student training and support for innovative educational programmes. This is particularly important in the post-pandemic era, given the decline in learning outcomes, as universities contribute to rebuilding knowledge and developing local educational ecosystems.
Many schools, especially in socio-economically disadvantaged or remote areas, find it difficult to achieve academic success due to factors such as low student incomes or limited resources. For these schools, partnerships with universities are a valuable support to enhance educational opportunities and career trajectories. Historically, schools have served as a platform for research and practice for university students, but contemporary collaborations reflect a shift towards mutual benefit driven by the needs of schools. Partnerships bring research and practice together, foster innovation in education, and promote systemic improvements, although achieving these outcomes requires significant effort.
Evidence-based approaches are critical to ensure that reforms and methodologies are based on proven research rather than tradition. Since 2015, the Institute of Education at the National Research University Higher School of Economics, in collaboration with the Ministry of Education, has been implementing evidence-based initiatives to support schools in challenging contexts. These include teacher professional development and addressing educational gaps through rigorous, proven programmes.
Keywords: teacher’s professional development, evidence-based education, educational failure, the university’s third mission
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