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August 13, 2026
‘Working with AI Solves a Wide Range of Engineering Problems
Artificial intelligence is a working tool based on a balanced combination of algorithms and engineering. Experts and doctoral students from the HSE Moscow Institute of Electronics and Mathematics explain how AI technologies can improve an application, device, or system, and what engineering tasks are solved in the process.
August 12, 2026
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Whatever task Saraa Ali, Junior Research Fellow at the Laboratory of Methods for Big Data Analysis (LAMBDA) of the AI and Digital Science Institute (HSE Faculty of Computer Science), is working on, she thinks about how it can benefit people. She told the Young Scientists of HSE University project about her large family, diagnosing three-phase motors, and her dream of building a children’s home in her native country.
August 11, 2026
‘The Peak of Stupidity and ‘The Valley of Despair: HSE Economists Propose an Explanation for the Dunning–Kruger Effect
The Dunning–Kruger effect, which describes a sharp surge in self-confidence among beginners followed by an equally rapid decline as they gain experience, can be explained by the nature of the learning process and the acquisition of new knowledge. This conclusion was reached by Andrey Vorchik of the HSE Faculty of Economic Sciences together with independent researcher Murat Mamyshev. They developed a mathematical model of learning and demonstrated how subjective confidence is formed and changes as knowledge accumulates, as well as how teachers can reduce the ‘valley of despair’ experienced by learners.

 

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Гендерное (не)равенство в детском саду: материнские нарративы о скрытом учебном плане и девичей идентичности

Журнал исследований социальной политики. 2018. Т. 16. № 3. С. 441–456.
Чередеева А. А., Savinskaya O.

The article explores the pre-school girlhood as a culture which effects on construction of gender identity. It is based on the example of studying the maternal reflection of preschool education of girls in kindergarten. The empirical base of the research contains 11 interviews with mothers of girls at preschool age and 4 dyadic interviews (with both mothers and daughters aged  4–7) gathered in spring 2016. One of the goals of the study is to detect the elements of 'hidden curriculum' – the latent system of norms, which implicitly broadcast gender standards. Analysis of the variety of practices and aspects of kindergarten (educational programs, after-dinner sleeping, game playing, communication etc.) shows that 'hidden curriculum' permeates the entire daily routine of preschool-aged children. Analysis of the collected interviews shows that mothers support the gender order of the child’s education and care in kindergarten, putting forward their arguments of consent and justification of the educational practices embodied in the kindergarten routine. Cooperating with kindergarten’s teachers, they produce a 'hidden curriculum' that imposes the traditional model of femininity; this creates socialization practices that set a narrow framework for the construction of girl gender identity, depriving girls of the opportunity to follow the individual educational trajectory and to develop their own unique personality. The gendered 'hidden curriculum' proves to be an effective mechanism for both formations of the preschool girlhood and the starting framework for further gender socialization at school. As a matter of fact, the kindergarten prepares girl not only to learn in school but to be a good 'schoolgirl', which assumes the assimilation the social-determined norms prescribed for appropriate girls behavior and attitudes.

Research target: Sociology (including Demography and Anthropology Education
Priority areas: sociology
Language: Russian
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DOI
Text on another site
Keywords: гендерная идентичностьgender identityматеринствоуглубленное интервьюированиеhidden curriculumскрытый учебный планinterviewingschoolgirlsmotheringgender expertise of preschool educationдевочки-дошкольницыгендерная экспертиза дошкольного образования
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