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September 11, 2026
How to Assess Students Knowledge in the Age of AI
A researcher at HSE University has proposed a flowchart to help lecturers decide how to assess students who use artificial intelligence. It shows where the use of AI should be restricted and where it can be incorporated into the learning process. The article has been published in IT Professional.
September 9, 2026
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You cannot study spoken dialects from books. Instead, you need to go to a village, seek out its elders, and earn the trust of local residents before you can record hours of spontaneous stories. This is how Natalia Muravleva, Associate Professor at the Faculty of Humanities, conducts her research. Her internship in Serbia continued her long-standing study of dialects spoken by Macedonian settlers. In this interview, she discusses how diaspora cultural centres help researchers reach informants, why native speakers need to be interviewed only in their own language (otherwise, as she puts it, they may 'break'), and how a single field season helped her finalise her monograph. She also shares warm memories of autumn in Belgrade and of colleagues with whom grammar can be discussed in three languages at once.
September 9, 2026
Scientists Train Neural Network to Generate Process Plans from 3D Models
Researchers at the HSE FCS AI and Digital Science Institute have developed CAD2TechSpec, a framework that converts 3D models of mechanical parts into machining process plans—step-by-step instructions for machine tools. The solution aims to reduce the time required for the design and preparation of technical process documentation in mechanical engineering, aircraft manufacturing, and other high-tech industries. The study findings have been published in PeerJ Computer Science.

 

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The Role of Social Relationships with Peers and Teachers for Undergraduate Students’ Subjective Wellbeing in the Context of University Synchronous Online Learning

Online Learning Journal. 2025. Vol. 29. No. 4. P. 467–488.
Andronova E.

Social interactions with peers and teachers significantly impact students’ subjective wellbeing (SWB), influencing their achievements, mental health, and motivation. Students who study online often lack these interactions, leading to lower SWB. However, studies show differences in the experience of social relationships within different contexts. Therefore, by examining the specific context of an online programme integrated within the university with partially regulated social interactions and active students and teachers’ engagement in the learning process, we can gain a more comprehensive understanding of the online students' social experiences, distinct from other online learning formats. The aim of the present study was to find out what such students find important in social interactions for their SWB and whether they are satisfied with the quality of these interactions while studying online. To gather insights from the experiences of participants, data was collected from eight semi-structured interviews with 2nd year undergraduate students of a synchronous online programme. Thematic analysis revealed the importance of communication for SWB in university, noting the significance of relationships with teachers and peers. While participants recognised the lack of personal social interactions with online peers, they found that academic communication with them may decrease their feeling of detachment. Teacher relationships had a pivotal role in students SWB and positive learning experience, suggesting that strong teacher support can offset a potential decrease in student SWB in online programs with limited peer interactions.

Research target: Psychology Education
Language: English
DOI
Keywords: высшее образованиесубъективное благополучиеdistance learningдистанционное обучение в вузеonline learningонлайн-обучениеhigher educationsubjective wellbeingacademic wellbeingсубъективное благополучие в ВУЗе
Publication based on the results of:
Using digital traces to study learners' behavioral strategies (2025)
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