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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
‘Balkan Hospitality Opens Doors: Studying Dialects on the Verge of Extinction
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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Результаты мониторинга учебного и свободного времени школьников и их связь с успеваемостью и благополучием

Отечественная и зарубежная педагогика. 2026. Т. 1. № 1. С. 62–74.
Остапенко Е. С.

The distribution of academic and free time is a key factor in adolescent development; however, most studies examine these domains separately, overlooking their combined influence. The present study aims to identify profiles of extracurricular academic and free time among Russian students in Grades 5–8 and to determine how these profiles are associated with academic achievement and psychological well-being, taking socio-demographic characteristics into account.

The study draws on survey data from 2,944 adolescents. Using median splits for academic and free time, we identified four temporal profiles: high academic-high free time, high academic-low free time, low academic-high free time, and low academic-low free time. Multiple regression models were used to examine associations between these profiles, grade point average, and well-being, controlling for gender, socioeconomic status, family structure, locality, and number of siblings.

The results show that academic achievement depends on the balance between academic and free time rather than on their absolute levels. Adolescents with high academic and low free time demonstrate the highest grades, whereas those with low academic and high free time show the lowest achievement. At the same time, temporal profiles are not associated with psychological well-being, which is primarily shaped by socio-demographic conditions.

These findings underscore the importance of conceptualizing time as an integrated developmental resource and demonstrate that it is the configuration of academic and free activities — rather than their isolated amounts — that is linked to adolescents’ educational outcomes.

Research target: Education
Language: Russian
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DOI
Text on another site
Keywords: подросткисвободное времяблагополучиеadolescentsadolescent well-beingакадемические результатыacademic outcomesleisure timeвнешкольное времяout-of-school timestudy timeучебное время
Publication based on the results of:
A longitudinal research of factors contributing to academic underachievement and adversity among students in compulsory education (2025)
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