Category: Российский университет дружбы народов

Translation. Region: Russian Federation –

Source: Peoples'Friendship University of Russia

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Professor Daria Apushkinskaya of the S. M. Nikolsky Institute of Mathematics at RUDN University has had a long career in science. Today, she teaches mathematical analysis, differential equations, and introduction to mathematical modeling at our university, and also serves as chief research fellow at the "Mathematics for Promising Young People" scientific development center.

In her work with students, she draws on the experience gained over years of studying and teaching in various countries and the traditions of the legendary Leningrad School of Mathematics. Her students achieve excellent results in international competitions. In 2025, they took second and third place in the International Mathematics Competition, and this year, at the Olympiad in Bukhara, they won two gold, one silver, and three bronze medals. In honor of Mentor Day in Russia, we're sharing more about Daria Evgenyevna.

First mentor

Daria Evgenyevna considers three people to be her main mentors in mathematics. The first is her schoolteacher, Valentina Aleksandrovna Pivanova.

"She taught me from fourth to eighth grade. And I'm incredibly grateful to her for one day, at a regional pedagogical meeting, she approached the director of the correspondence mathematics school at Leningrad University and asked her to send me an invitation to that very school," says Daria Apushkinskaya.

The invitation arrived, the entrance problems were solved, and then came an invitation to the Leningrad State University summer mathematics school. From there, the path led to boarding school No. 45—one of four schools founded by the eminent mathematician Andrei Kolmogorov. After that, according to the professor, admission to the Faculty of Mathematics and Mechanics at St. Petersburg State University was quite easy.

At the Faculty of Mathematics and Mechanics of St. Petersburg State University, which Darya Evgenyevna graduated with honors in 1990, her mentor was Professor Nina Nikolaevna Uraltseva.

"I came to her in my third year, wrote my coursework in my third and fourth years, then wrote my thesis under her supervision and defended my PhD dissertation. And then we began working together; she was my doctoral dissertation advisor. And our collaboration continues to this day, despite Nina Nikolaevna turning 92 this year. We published our last joint paper in early 2025," says Daria Apushkinskaya.

She also names her “scientific grandmother,” Nina Nikolaevna’s supervisor, Olga Aleksandrovna Ladyzhenskaya, as her “mentor.”

Reflecting on what these great women taught her, Darya Evgenievna says: "First, the best way to deal with all the problems that arise in life is work. This is truly true, and it has actually saved me during difficult turning points in my life. They also taught me not to be afraid to argue, not to be afraid to defend my opinion. If you're sure you have to fight, then fight."

The teachers also instilled in them a love of problem solving. According to Daria Evgenyevna, their inexhaustible interest in mathematics, even at an advanced age, keeps them on their toes.

The value of postdocs and international experience

From 1996 to 2000, Daria Evgenievna worked as a postdoc at the Australian National University, the Mittag-Leffler Institute in Stockholm, and the Research Institute of Mathematics and Mechanics at St. Petersburg State University. Since 2001, she has been at the University of Saarland in Germany. She believes that the postdoc system is crucial for the development of young scientists.

"This system was devised so that someone who grew up under the influence of their academic advisor and followed their lead could, by moving for a while to another country, another university, another scientific school, escape their influence a little and try to prove themselves independently. This experience, in addition to new knowledge, also provides new connections and contacts. Knowing how to survive in a new country is a very useful skill when you arrive with just one suitcase, which you still need to pack properly. Everything around you is new, you have to start practically from scratch – this spurres you on and mobilizes your body's strength," says Daria Apushkinskaya.

In her opinion, despite the difficulties, we should now strive to send students to other universities for postdocs and to accept interested candidates. This broadens a young scientist's horizons and connections.

International experience also helps in her work with RUDN students, as Daria Evgenievna has become familiar with various educational traditions.

"This allows me to take a little bit of what's good from each system. To diversify exams in some places. For example, Germany had a wonderful system of surprise tests. I sometimes use it. Or a combination exam, consisting of two parts: a written part, which tests one aspect of your understanding of the material, and an oral presentation. When you see different educational systems, you can always borrow something good, something interesting, and thereby enrich your own," says Daria Apushkinskaya.

Find and support talent

While teaching at the RUDN University Mathematics Institute, Daria Evgenievna has the opportunity to observe students "at the entrance."

"If, during an exam or a conversation, I sense that someone might succeed, I usually suggest they try participating in some kind of competition. It's clear who's better suited to Olympiads, who's better suited to an industrial project. Some might find working with schoolchildren more interesting. Everyone is different, and I don't have a set formula. I observe and encourage them to try. It's a completely experimental activity, a testing ground," says Daria Apushkinskaya.

In case of failure, Darya Evgenievna tries to support: “We wipe away tears, I calm them down, I say that this is not the last competition, there will be more.”

At the same time, she emphasizes that she is demanding of those who undertake the work.

"If someone takes on something, it's best if they do it to the fullest extent of their abilities. If they decide to attend a club, they go, and don't make excuses like they overslept or the weather isn't right. If they come to work on a project, you want them to work regularly," says Daria Apushkinskaya.

The main thing is to have interest. Answering the question about professional secrets, Daria Evgenievna draws an unexpected parallel.

"I work according to the principles of a German swimming club. By a twist of fate, I ended up a licensed swimming judge and for many years accompanied a youth swimming team to competitions in Germany. When it came to building the Olympic movement, I tried to model it after a sports club: we have free admission—anyone can come to a class, there are no special tests. The main thing is interest," says Daria Apushkinskaya.

All competitions are divided into several groups: open to everyone (a kind of showcase), more rigorous selection (where she consults with coaches and nominates participants), and those where the organizers make the selection themselves. The formats of the classes also vary: explanations of new material, complementing lectures and seminars; selection tests before major Olympiads, to observe young people and discover new stars.

"We're always experimenting. And I'm really excited about our young coaches, former Olympic athletes, who are sometimes playing coaches, and sometimes have matured enough to be coaches only. We're constantly trying new formats, new methods, different organizations. It's all a living organism. We try it, it's successful, and then we implement it. If not, we try again. Basically, it's a trial and error process," says Daria Apushkinskaya.

Daria Evgenievna considers participation in Olympiads, especially distance and international ones, to be an excellent tool for developing soft skills and digital literacy.

"Digital literacy is when students are forced to contact the organizers themselves, set up the system, and contact them if there's a problem. And soft skills… There's this wonderful thing about Olympiads called appeals. You have to prove the jury was wrong. This is where you develop your ability to convincingly convey your point, while trying to keep within your boundaries, remembering that you're representing a university and a country. Sometimes you have to do this in English, which isn't your native language," says Daria Apushkinskaya.

In addition, team competitions teach teamwork, distribution of tasks, and the captain to feel like a leader.

"Choosing a team captain is always a painful process, especially if you're fielding multiple teams. The ability to perhaps put aside some personal ambitions and collaborate effectively toward a common goal is a useful skill for the future," says Daria Apushkinskaya.

About students in Russia and Europe

Answering a question about differences between students, Daria Evgenievna notes that good students are the same everywhere, but the differences are visible at the level of weak ones.

"In Europe, for example, in Germany, students are expelled more harshly. If you have a course in mathematical analysis, on average, 40% of the original class survives after the exam and re-examination. There's also a rule: if you fail an exam three times, you can't study that subject again in Germany. This teaches students to take exams more seriously. European students are a little more responsible, but it must be acknowledged that they're older on average—20-21 years old, compared to 17-18 in our country. Simply because of their greater life experience, they take their education a little more seriously," says Daria Apushkinskaya.

Olympic Preparation Today Preparing students for international competitions is always challenging, and approaches change little. However, Daria Evgenievna notices a trend.

"Recently, there's been a significant bias toward linear algebra and combinatorics, which I don't think is right. When organizing our competitions, we try to cover a full range of mathematical disciplines. Otherwise, our approach doesn't change much. We have a rough idea of what the problems might cover. Five problems on the first day, five on the second. It's a bit like ski wax: if we guess right, we don't. If we guess right, the result is slightly better; if we don't, the result is worse. Something like that," says Daria Apushkinskaya.

When asked what she considers to be the main result of her work, Daria Evgenievna answers:

"I'd say: a person who's found their place in life. A person who's found their calling. Mathematics is vast, and I try to suggest to someone where they should try, what area of mathematics to pursue, if they ask such a question," says Daria Apushkinskaya.

She also considers success when a student is "dragged off to their firm" by the examination committee after defending their bachelor's thesis. Or when a student comes up with a solution to a complex problem or successfully defends their dissertation. But there's another, special outcome.

"I think it's really important for the students to develop a sense of camaraderie and a sense of belonging that will support them even after they graduate. When our older students get together, cook dinner, and discuss their goals—I think it's wonderful. We've helped people bond. We've helped them build a team, a collective," says Daria Apushkinskaya.

And he adds that the success of a mentor lies in students who go further than him.

"I really love how our senior Olympiad participants come up with absolutely wonderful ideas. A competition like 'Integra' (the integration competition) was entirely our students' idea and their implementation. We constantly receive feedback on how to better organize training sessions and what else we can do with the club. The students already know how to do it, better than I do. This is probably the most important result of our work—that our students go further and become better than us," says Daria Apushkinskaya.

Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.

Translation. Region: Russian Federation –

Source: Peoples'Friendship University of Russia

An important disclaimer is at the bottom of this article.

This past weekend, RUDN University once again became a center of ecology, hosting the final stage of the Moscow School Olympiad. For the second year in a row, the university opened its doors to talented schoolchildren from across the country to select the best of the best in the field of ecology.

The event was organized by the Moscow Department of Education and Science and the Center for Pedagogical Excellence.

This year the Olympiad brought together:

4,500 finalists across Russia, including 1,300 from RUDN University; participants from more than 80 regions of the country; the final stage took place at 16 venues across the country.

"Last year I won, and I'm confident I'll achieve excellent results this year. I see RUDN University as a great place to study because it offers excellent conditions for environmental development. This field is very important, and I'm proud to be able to contribute to a better world," says Vasilisa Sisina, 10th grade, School No. 1589, Moscow.

"This is my second year participating in the Moscow School, and once again I enjoy every task. This year, we added multiple-choice tasks, which presented some challenges, but all the options were engaging. Thanks to the organizers for their innovative approach!" — Alexandra Prikhodko, 9th grade, School No. 2073, Moscow.

"The assignment about fires was the most memorable: we had to think, not just remember. The key to an Olympiad like this is critical thinking," said Kira Kulikova, 7th grade, Proton Educational Center.

"My dad studied at RUDN University, and now I'm here, at the ecology Olympiad. The university is beautiful, and the people are very helpful," says Rinata Tsapaeva, 8th grade, School No. 1238, Moscow.

Benefits for winners

Winners and runners-up of the International School of Ecology will have the opportunity to enroll at RUDN University without entrance examinations in all programs of the Institute of Ecology and the Agrarian and Technological Institute. This is not just a victory in the Olympiad, but a real start to a career in ecology from the very first day of study.

"We thank RUDN for the opportunity to hold the Olympiad in such magnificent auditoriums. We are confident that the best students, the Olympiad winners, will become your applicants," said Natalia Ponomareva, Deputy Chair of the Organizing Committee of the Ecology School.

RUDN University: a leader in ecology

RUDN University is not only recognized as one of the greenest universities in Russia by RAEX, but also ranks 20th globally in the UI GreenMetric university sustainability ranking. Environmentalism is not just a focus here; it's part of the university's philosophy, reflecting its contribution to a sustainable future.

"I'm delighted to welcome you to RUDN University. Leading experts from Russian universities, including specialists from our Institute of Ecology, have prepared assignments for you. Use this time to figure out what to do next or to make sure you've chosen the right path. I wish you good luck and confidence. Show your best!" — Oleg Yastrebov, Rector of RUDN University.

In addition to the assignments, the Olympiad finalists enjoyed scientific workshops, career guidance events, and networking with partners—leading companies in the field of ecology and sustainable development.

"Each Olympiad gives you the chance not only to gain knowledge but also important experience that will help you in the future. May this bit of knowledge you gain today be useful to you. We look forward to welcoming you to the Open Day on March 15th to show you the opportunities that await you at RUDN University," said Ilshat Dulatov, Head of Admissions at RUDN University.

Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.

Translation. Region: Russian Federation –

Source: Peoples'Friendship University of Russia

An important disclaimer is at the bottom of this article.

Today, March 2, Russia celebrates Mentor's Day for the first time. This holiday was established by a presidential decree on March 1, 2025, to recognize the importance of those who pass on knowledge, experience, and wisdom to new generations. On this day, we want to highlight those who serve as guides in the world of science and the profession.

The path to chemistry

Alexandra Sergeevna Golubenkova is a young student mentor who completed the full cycle of university education at RUDN: a bachelor's degree in Chemistry (class of 2018), a master's degree (class of 2020), and defended her PhD dissertation in December 2023, completing her doctoral program in March 2024. Since September 2023, she has also served as an assistant in the Department of Organic Chemistry, and in the fall of 2025, she transferred to the position of Deputy Dean for Research of the Faculty of Physics, Mathematics, and Natural Sciences.

At school, Alexandra Sergeevna initially preferred physics. But everything changed in 10th grade with the arrival of a new teacher who managed to engage the class in the subject. Her final decision came in 11th grade, when preparing for the Unified State Exam in organic chemistry sparked genuine interest. In January of her senior year, she chose chemistry over physics and passed the exam with a 98.

"My choice of RUDN University for admission was a conscious one, driven by several factors: my desire to learn foreign languages in a multinational environment with a translation degree, the opportunities for international internships (I was able to visit the UK and France), and my desire to receive a well-rounded education," says Alexandra Golubenkova.

Her student life was closely tied to science and conference organizing. She first participated in organizing the "Advances in Synthesis and Complexation" conference in her third year of undergraduate studies in 2017.

"Subsequently, I also participated in organizing conferences in 2019, 2022, and 2025. And here I can't help but mention the 2019 conference, when Nobel laureate Jean-Pierre Sauvage (for his work on the synthesis of 'molecular machines') visited us, and I accompanied him during his stay in Moscow. It was my first time with him at an awards ceremony at the Russian Academy of Sciences," says Alexandra Golubenkova.

Achievements in science

Already in graduate school, her future mentor tried her hand at reverse engineering. Her team was tasked with analyzing and improving the composition of a gun care mixture. The research was successful: the composition was not only deciphered but also refined, which was confirmed by a patent. Overall, Alexandra Sergeevna's research at the department can be divided into two stages. The first involved confirming the structures of complex indole-containing alkaloids from sea sponges, which can be found at great depths in certain regions of the sea. The second stage involved developing one of the key areas of the Organic Chemistry Department: studying the properties of nitrogen-containing heterocycles. Her work led to the creation of a new class of highly reactive molecules that undergo completely different reactions depending on conditions (for example, access to air).

"This work is of fundamental importance, and it is also very beautiful," – Alexandra Golubenkova.

Speaking about mentorship, Alexandra fondly remembers her academic advisors. During her undergraduate and graduate studies, it was Nikita Evgenievich Golantsov, a candidate of chemical sciences and associate professor, whose lively lectures and willingness to patiently answer questions she still values. During her graduate studies, her mentor was Leonid Gennadievich Voskresensky.

"From him, I learned to make decisions and take responsibility for them, always knowing he would support me. I must say that I'm the kind of person who sets a new goal the moment she sees the previous one approaching. I think it's difficult to work with me. I have very high expectations of those around me, but my demands on myself are even higher, much higher. I'm grateful to Leonid Gennadievich for his patience and support," says Alexandra Golubenkova.

Contact with teachers

Today, Alexandra Sergeevna herself imparts knowledge to students. She teaches bioorganic chemistry to medical students (in Russian and English), and together with Leonid Gennadievich, she teaches a course to chemists on domino reactions in the synthesis of heterocycles.

"In the age of smartphones and artificial intelligence, I believe it's important to teach students to analyze information and question it. Students value contact with teachers, the opportunity to ask any questions, and seek advice on more than just the subject matter," says Alexandra Golubenkova.

Alexandra Sergeevna is just beginning her journey as a mentor. She is proud of the chemistry students' successes in Olympiads (incidentally, at the end of January, they won three gold and one silver medal at the International Olympiad in Bucharest) and dreams of creating a strong chemistry Olympiad movement at RUDN University. For a long time, she served as the chair of the "Planet Chemistry" student council, but last year she passed the baton to active students.

Currently, most of Alexandra Sergeevna's time is spent on administrative work. She devotes two days a week to teaching and interacting with students, continuing her research under a new grant to study domino reactions of nitrogen-containing heterocycles catalyzed by alkynes. She also prepares new scientific papers and tries to regularly participate in conferences. This schedule helps her stay abreast of current trends, making her a role model for future generations of RUDN students.

Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.

Translation. Region: Russian Federation –

Source: Peoples'Friendship University of Russia

An important disclaimer is at the bottom of this article.

This year, RUDN University will host the final round of the Moscow School Olympiad in Ecology. On February 28 and March 1, more than 1,000 young ecologists in grades 8–11 will compete for the right to be named the best. Our university's Institute of Ecology is co-organizing the competition.

But for one person, these dates hold special significance. Imilia Ivanova, a student majoring in Ecology and Sustainable Development, is preparing for the Olympiad in a new role: organizer and coach. Imilia is proof that the Olympiad movement changes lives. A winner and two-time runner-up of the final round of the All-Russian School Olympiad (VsOSh), an overall winner of the Moscow School of Ecology, and now a runner-up of the "I Am a Professional" student Olympiad, she has risen from participant to mentor.

"Ecology is the science of the unity of the world."

Imilia's path to science began unconventionally. In sixth grade, she dabbled in economics, literature, and biology, but it was ecology that became the subject that defined everything.

"This is a unique opportunity when, at the Olympiad, you're confronted with the most important task—the preservation and development of our shared 'Home.' Ecology is the science of global harmony. Nothing could be more beautiful. Our development, our economy, our politics, and, without exaggeration, our entire life depend on it," says Imilia Ivanova.

It was this philosophical, interdisciplinary understanding of the subject that helped her achieve greatness. But her greatest success, she says, lies not in the awards, but in the fact that ecology became the foundation of her worldview and professional path.

From the school desk to organizing the Olympiad

Having completed her school Olympiad, Imilia realized she wasn't ready to leave this world. Her gratitude to her mentor, Natalya Leonidovna Ponomareva, head coach of the Moscow ecology team, blossomed into an offer of collaboration. Thus, the former Olympiad participant joined the coaching staff, and today she's already involved in organizing the Moscow School.

"The Olympics are more than just an interesting pursuit; they're an integral part of who I am. They taught me how to live: to learn and to make mistakes, to experience this world, to win and to lose. Being an organizer of the International School of Schoolchildren is a great honor and responsibility," says Imilia Ivanova.

According to her, a variety of formats are used in preparation for the Olympiads—lectures, seminars, and discussion forums. The main emphasis is on the interdisciplinary and comprehensive nature of the subject, as participants need to understand both fundamental environmental theory and be able to apply it in practice, which can be challenging but crucial.

"And, of course, the central focus of our work is developing the children's creative potential. This is precisely why participants successfully tackle Olympiad tasks that require an unconventional and original approach, the ability to see the problem as a whole, and always find solutions," says Imilia Ivanova.

Imilia is currently studying at RUDN University in the Ecology and Sustainable Development program and notes that the interdisciplinary nature of her university education allows her to develop a holistic scientific understanding of the world, essential for a true professional. Ahead of the final round, she addresses the current participants.

"I wish you a truly enjoyable Olympiad! Know this: this is an incredible adventure and a path that, once you embark on it, you can find yourself. Never be afraid of bold and creative ideas, unconventional approaches, and innovative approaches—this is where our future lies!" — Imilia Ivanova.

About the Olympiad

The Moscow School Olympiad dates back to the 1930s. Today, it includes over 20 disciplines.

The final stage of the International School of Ecology will be held at RUDN University:

February 28 — for grades 10–11; March 1 — for grades 8–9.

Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.

Translation. Region: Russian Federation –

Source: Peoples'Friendship University of Russia

An important disclaimer is at the bottom of this article.

Artyom Kozlov, a first-year master's student at the RUDN University Law School, won the A.A. Sobchak Scholarship. It is awarded for outstanding academic achievement.

Artem's portfolio includes over 40 scientific publications in Russian and English in journals of the Higher Attestation Commission (VAK) and the Russian Science Citation Index (RSCI), and he co-authored a monograph. He is a winner and participant in over 40 scientific and practical conferences, the organizer of eight international and all-Russian scientific and practical conferences, and the winner and runner-up of ten scientific competitions and olympiads.

We spoke with Artem to find out why he completed four continuing education programs in different fields, what topics in science interest him, and where his achievements are leading him.

What was your first feeling when you learned you'd won the scholarship? Who did you share the news with first?

My feelings were somewhat mixed. I learned about it back in December, when I went to the website where award orders are published and saw myself on the order. At the time, I was feeling unwell due to illness, but seeing this really cheered me up and realized that if I could make it into the top 10 law students in Russia, I could overcome anything. The first people I called were my parents—we always share any news with them.

Last year, you became the top graduate of the RUDN University Law School's 2025 bachelor's degree program, with an average GPA of 97. What's the secret to such a high academic performance?

On the one hand, it's a good environment. I was always told that good academic performance is the key to a successful future, not in terms of knowledge, but in the skills and abilities that will serve you well in life. Secondly, it's an inner drive for knowledge. Even at an early age, I understood that the world is accelerating and that we'll be learning for the rest of our lives. And if you instill this understanding, then further learning becomes a fascinating experience, not a boring necessity. Thirdly, it's hard work. I strive to make my life rich, interesting, and engaging. I strive to make sure it's not just about studying, but rather, that it becomes even more exciting with its addition.

You also completed four advanced training programs: in law, programming, project management, and foreign languages. Why was it important for you to gain interdisciplinary skills?

I agree, the choice was quite unexpected, but it stems from the fact that my field of work is not highly specialized. It might seem that if you're studying to be a lawyer, you should choose a field, develop your competencies in it, and work in it constantly. But nowadays, that's nearly impossible—you need to be flexible, proactive, and able to move around. That's what interdisciplinary training is for. It helps you avoid getting stuck in one field and learn new things so you can work in a variety of fields, no matter what your career path. The programming course was the most interesting for me. I'm implementing the skills I learned there into my work, using code to speed up certain processes.

Your victories include the "I Am a Professional" Olympiad, the RUDN-ON Universiade, the "Lomonosov" Universiade, the "Digital in Law" Moot Court, and other competitions. Which competition is the most memorable and why?

The most memorable was the RUDN-ON Universiade. I took the Olympiad in several subject areas, but I won the prize in law. I was surprised by the level of difficulty and originality of the problems. In addition to my knowledge of law, I needed a good command of Russian—to answer the question of how a misplaced comma can completely change the essence of a contract and make it more favorable for the other party than for you. I also remember the All-Russian Student Law Olympiad, where I became a finalist, because of their unconventional approach to the tasks. There, you answer questions on the exam papers without preparation. It's quite challenging and unusual, but I was even more impressed by how interesting and intelligent my colleagues are in my field. Their intelligence and desire to share their knowledge inspired me to further improve myself.

Your portfolio includes over 40 scientific publications. Is your research focused on a single area of law, or have you explored various fields? What attracts you most to science?

My publications are diverse: I write not only in the field of law, but I'm also currently exploring economics and related fields. In law, my research has touched on municipal, criminal, medical, and civil law. My cross-disciplinary approach is partly due to the fact that it's not always possible to publish what I want. I have to adapt to the journal or academic conference, but now I'm gradually understanding what I want to study. What appeals to me about academia is the opportunity to contribute to my country and society by addressing and explaining complex topics and issues. I'm currently exploring the topic of conciliation procedures in Russia and how this pre-trial dispute resolution mechanism can be revitalized. I believe it's important to address the underdevelopment of this institution and emphasize its necessity for the further development of civil society in the country.

You not only write and present your research papers, but you also actively participate in organizing international and national conferences. What does this experience offer a future scholar and practicing lawyer?

Events help me see things from a different perspective. They also help me understand the approval, implementation, and reporting processes at a large enterprise, which will be useful in my work. They also provide experience interacting with people of varying social and scientific backgrounds and the opportunity to make important academic and professional contacts. And this, in my experience, is one of the most important acquisitions for career and academic development.

Which conferences you've organized have been the most memorable and why?

My most memorable experience was hosting the 2023 conference "Jurisprudence 2.0: A New Perspective on Law." As a second-year undergraduate student, I gained new knowledge and skills in event organization while meeting people with whom I still maintain academic relationships.

Did you have any academic advisors or mentors at RUDN who influenced your development as a researcher? Who would you like to thank?

I wasn't able to find a single person with whom I could co-author all my scientific papers. But this led to my acquaintance with various people in the scientific community, helping me acquire various skills and competencies. I would certainly like to thank them for recognizing my potential and actively engaging with me. These are Stanislav Valerievich Odintsov, Alexander Alexandrovich Galushkin, Evgeny Yuryevich Komlev, Victoria Sergeevna Kalinovskaya, Diana Myadkhatovna Mustafina-Bredikhina, Sergei Borisovich Zinkovsky, and Nikolai Viktorovich Antsiferov. I would like to thank them all for accepting my request for scientific collaboration and for actively supporting me in my academic and scientific journey.

Among other things, you're a multiple winner of creative festivals and competitions: "Orange Birch," "Christmas Stars," "Winged Leopard," and "Karelian Chimes." Do you continue to develop your talents?

This is one of the main pillars of my life. For 10 years, I studied at the Melpomene theater group with my theater teacher, Honored Worker of Culture of the Russian Federation and Honored Worker of General Education of the Russian Federation, Tatyana Alekseyevna Sokolova. She became a guide for me. She advised me on how to approach certain situations, supported my endeavors, and actively participated in the ideas we were able to implement. Now, due to the demands of academic and professional work, it is very difficult to find time for creativity, but it will always be something I can return to during difficult times. I keep in touch with my teacher and, whenever possible, we continue to study together.

Does creativity help in the legal profession? Is there anything in common between performing on stage and speaking in court or at an academic conference?

Interesting question. Let's say it helps, but only partially. Speaking in court, unfortunately, has little in common with what we see in the movies. There's no opportunity to spout beautiful words; you need to clearly present your side of the case within a strictly limited time while simultaneously refuting your opponent's. By contrast, speaking at an academic conference requires winning over the expert panel and the audience. Here, not only knowledge of the material but also the ability to present it effectively helps you succeed. You're currently a first-year master's student.

Do you see yourself more in academia, legal practice, teaching, or public service? Where do your achievements lead you?

Honestly, I'm not entirely sure yet what field I want to fully pursue. I definitely don't want to go into government service just yet. I see myself more in a synthesis of research, legal practice, and teaching, pursuing an interdisciplinary approach, as well as the desire to ensure a decent living. All my achievements are the result of very hard and arduous work, aimed at specific goals related to admission to or the possibility of applying for various grants. At the same time, I believe that all of these achievements will form the foundation of my future success. After all, I've already achieved much at the age of 22, and, building on this, I can achieve even more and benefit not only myself but also my loved ones, society, and my country.

Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.

Translation. Region: Russian Federation –

Source: Peoples'Friendship University of Russia

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From February 20th to 22nd, the F.G. Uglov Student Olympiad in Surgery was held at the Irkutsk State Medical University. For the third time, the competition brought together the best representatives of student medical science and their mentors from Krasnodar, Kazan, Moscow, Chita, St. Petersburg, and Irkutsk.

The Olympics were dedicated to the memory of Academician Fyodor Uglov, a distinguished surgeon from a small village in the Irkutsk region. He was listed in the Guinness Book of Records as the world's oldest practicing surgeon, with the longest career in the field—65 years (from 1929 to 1994). He performed one of his last operations on the eve of his centenary, in the presence of representatives of the Guinness Book of Records.

The competition participants completed eight tasks. The traditional challenges included "Quick Hands," "Coronary Artery Bypass Grafting," "Kidney Transplant," "Plastic Surgery," "Theoretical," and "Coloproctology." This year, an additional competition was added, dedicated to urology and the complex reconstructive procedure known as Studer's procedure.

To liven up the competition atmosphere, the children were given a pelmeni-making workshop. The choice of dish was no accident: according to Uglov's wife, pelmeni were the surgeon's favorite Siberian delicacy, always reminding him of his native land.

The RUDN University team, General Medicine program:

Daria Shelyakova, 4th year; Daryana Voikina, 4th year; Karina Amoeva, 5th year; Sofya Naumkina, 4th year; Mikhail Zhiryakov, 5th year; Elizaveta Pashkova, 4th year; Puria Zarei, 4th year; Leonid Banar, 6th year; Anna Davydova, 4th year.

The team's mentor was Pavel Dmitrievich Stefan, an oncologist, urologist, and assistant professor at the Accreditation and Simulation Center of the Medical Institute.

Winners in individual categories

Following the competition, RUDN students demonstrated high results in various competitions:

Leonid Banar and Daryana Voykina won the Kidney Transplantation competition; Anna Davydova and Sofia Naumkina won the Urology competition; Puria Zarei and Elizaveta Pashkova won the Coloproctology competition; Mikhail Zhiryakov and Daria Shelyakova won the Coronary Artery Bypass Grafting competition; Karina Amoeva won the Plastic Surgery competition.

The entire team participated in the theoretical competition. The overall team result was third place.

Growth vector

Mikhail Zhiryakov explained that he was invited to the Olympiad as an assistant by Daria Shelyakova because he had already worked in operating rooms and was familiar with the properties of suture material. The competition they participated in as a pair involved coronary artery bypass grafting using a venous conduit from the great saphenous vein. Daria Shelyakova performed the procedure by cutting the existing conduit and suturing it layer by layer to the vessels. She used a prolene thread as thin as a human hair, and the hole in the aorta was created using a special instrument called an aortic punch.

"Third place is a great growth spurt and a joy for our colleagues! Irkutsk welcomed us warmly and warmly. The guipure trim on the local houses immediately caught our eye. Irkutsk has the most wonderful girls and the bravest men! On the first day, local poets performed for us and introduced us to the history of the Siberian capital. We drank coffee and met colleagues from other universities in our vast country," said Mikhail Zhiryakov.

"This was my first time at the Olympics as captain. All the guys prepared seriously and showed a worthy result. Perhaps things didn't go as we would have liked, but this gave us the opportunity to analyze all our mistakes and strive only for the future. These guys still have a lot ahead of them, I'm proud of them all, we were a team," says Daria Shelyakova.

Elizaveta Pashkova also noted that Irkutsk welcomed her very warmly: the temperature in the city was plus five degrees Celsius, and the sun was shining brightly. The participants only experienced the Siberian cold on the third day, when they went to Lake Baikal. She called this trip a true winter miracle, providing unforgettable impressions. Elizaveta participated in the proctology competition as an assistant. This was her first experience participating in the Olympiad.

"I'd like to express my gratitude to the experts—all highly skilled specialists and, at the same time, very warm-hearted people, true doctors! And also, thank you to the entire team who were there for me and supported me at every step. Thank you all for the opportunity to experience such unforgettable and touching emotions," says Elizaveta Pashkova.

Anna Davydova shared that it was a great honor for her to participate in the Uglov Olympiad. In the urology competition, she and her partner had to create a new bladder from a section of the ileum—a procedure required for bladder cancer patients.

"This experience exceeded all expectations; we managed to take third place. Irkutsk is a city with a soul, with many interesting cultural sites. With love from Siberia," says Anna Davydova.

The Olympiad organizers noted the high level of preparation of all participants and the importance of holding such events for exchanging experiences between medical students from across the country. The RUDN University team demonstrated its professionalism and ability to work under challenging competitive conditions, representing the university with distinction at this prestigious competition.

Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.

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Source: Peoples'Friendship University of Russia

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Large-scale ocean research begins in the classrooms of the country's leading universities. Fourteen students from the RUDN University Institute of Ecology participated in the All-Russian scientific and educational program "Floating University." They passed a rigorous competitive selection process and received personal invitations to the Winter School, which took place from February 7 to 14.

The Floating University is a unique ecosystem that fosters a professional community of young ocean researchers. For RUDN students, the trip became a true springboard into science, allowing them to progress from theory to practice under the guidance of leading Russian scientists.

The participants from the Institute of Ecology spanned a wide range of years, from first-year students to graduate students, each finding their own research focus. They worked at leading institutes and laboratories in the Northern Capital, studying the ocean's role in the carbon cycle, molecular biology, and satellite oceanography.

Direction for a future career

Third-year student Diana Fortuna admitted that the decision to participate came spontaneously, but exceeded all expectations.

"I've known about the Floating University for a long time from our scientific community, GreenLab. I tried to enroll in my first year, but it didn't work out. This time, after a consultation, everything worked out. The program not only met but exceeded my expectations—I saw a completely new direction for my future career," says Diana Fortuna.

The girl particularly noted the lecture on toxic algae in Kamchatka, which opened up an unexplored area of research for her, and the work in the laboratory.

"We've mastered the full cycle of genetic research into bacteria capable of oxidizing plastic—from seeding to DNA sequencing. This is invaluable!" — Diana Fortuna.

Student Alexandra Erbaeva, a participant in the "Role of the Ocean in the Carbon Cycle" track at St. Petersburg State University, shared that she was fortunate to work at the O. Yu. Schmidt Laboratory at the Arctic and Antarctic Research Institute, where the school participants not only learned about research methods but also saw the equipment in action.

"But the most striking event was the satellite oceanography workshop. We used MATLAB to create real-world maps of chlorophyll-a concentrations in the Gulf of Finland based on data from 1970 to 2025. It's one thing to read about it in textbooks, but quite another to see for yourself how the ocean 'greens' in summer in satellite images," says Alexandra Erbaeva.

Alexandra was also impressed by the lecture on coastal protection issues, which used real-life examples to demonstrate how engineering errors can destroy the coastline.

"It made me think about the complexity and responsibility of our future profession," says Alexandra Erbaeva.

A new stage lies ahead

The mission of the Floating University is to attract talented young people to Earth sciences and build a community of professionals. Judging by the feedback from RUDN students, this mission is being successfully accomplished. The students not only immersed themselves in current oceanographic issues, from the carbon cycle to microplastics, but also established connections with future colleagues and mentors.

Our students' participation in the Floating University 2026 Winter School confirms the high level of training at the university and their commitment to solving fundamental and applied problems of our time. A new stage lies ahead for the students: processing the data they receive and, perhaps, participating in real marine expeditions, where they will apply their acquired knowledge in the open ocean.

The RUDN delegation at the Floating University-2026 Winter School included: Alina Nazmieva, Diana Fortuna, Ekaterina Benyuk, Daria Dobrova, Valeria Loseva, Anastasia Kireeva, Polina Logunova, Veronika Menshikova, Natalia Dianova, Daria Popova, Vadim Solastey, Galina Stogova, Valeria Topilina, and Alexandra Erbaeva.

Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.

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Source: Peoples'Friendship University of Russia

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The RUDN University Institute of Russian Language hosted the opening of the "Living Russian Word" series of meetings—an interdisciplinary space for dialogue on the contemporary development of the Russian language in literature, poetry, research, and authorship.

Professor A. Yu. Ovcharenko delivered a welcoming speech, emphasizing the importance of a vibrant dialogue between contemporary literature and academic science.

The first meeting featured writer Irina Bogatyreva. She graduated from the A. M. Gorky Literary Institute and completed a master's degree in folklore studies at the Russian State University for the Humanities.

Irina is the author of books for children and adults, including "AutoSTOP," "Comrade Anna," "To the Moon-Faced Virgin Mother," "Kadyn," "Life and the Undead," "Formula of Freedom," "Vedyana," and others. Her stories and novellas have been translated into English, French, Chinese, Dutch, Swedish, Italian, Arabic, Frisian, and Marathi. Her books have also been finalists and winners of various awards, including the Debut Prize, the V. Krapivin Prize, the S. Mikhalkov Prize, the Student Booker Prize, the Kniguru Prize, and the Salamander Prize.

Working with eternal images

In an open lecture-discussion format, the author discussed with students the phenomenon of mythopothesis in modern literature, the specifics of working with timeless images, and the stages of creating a work of fiction—from conception to completion. Participants heard the author read and gained insight into the writer's creative process.

The students actively participated in the discussion, demonstrating a high level of interest in contemporary literature and research issues of its interpretation.

"I'm still impressed by my meeting with Irina Bogatyreva. For her, folklore isn't just text, it's living stories: how in villages they search for missing people using a blade of grass, how grandmothers first deny it, then tell stories that leave all the researchers speechless. But the most important thing happened at the end. I asked if the world of 'Vedyana' is based on real expeditions. And the answer was: folklore—yes, Erzya traditions. But the most surprising part is the plot. The prototype of the hero really was in love with a water spirit. The writer said she was a rational person. But at that moment, everyone in the room believed in a miracle," says Elizaveta Shaprinskaya, a third-year student at the Russian Language Institute at RUDN University.

"The meeting with Irina Bogatyreva was imbued with a spirit of research and myth in the broadest sense of the word. A pleasant twist was that the author works not only with fictional mythological worlds but also draws on her expeditions and experiences interacting with the guardians of traditions, myths, and rituals, for whom myth grows into the everyday. The meeting was rich: discussions of modern myths and stories about the books she created, stories from expeditions collecting linguistic material and descriptions of rare rituals, immersion in the history of the Scythians, and a return to reality so the audience could find answers to all their questions. This helped us see myths as a vast and actively developing field of scholarship and creativity!" — Olga Razumnaya, third-year student at the RUDN University Institute of Russian Language.

In turn, the writer shared her impressions of the students.

"I talked about my books, about the novels 'Kadyn' and 'Belaya Sogra.' It was a wonderful, warm meeting. The kids asked good questions and were genuinely interested in the conversation. They're clearly interested in contemporary Russian literature. We discussed what folklore is, how it works, and how it lives on today. After all, folklore is something we live within, and it remains relevant to each of us. I'd be happy to come here again," says Irina Bogatyreva.

The meeting concluded with an autograph session, but the "Living Russian Word" series will continue, opening up new opportunities for dialogue between authors and student audiences.

Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.

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Source: Peoples'Friendship University of Russia

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One of the main questions that concerns students at any university is how to gain their first professional experience before completing their studies. At RUDN University, this process is structured systematically, from choosing an internship to potential employment.

Over 1000 partners and clear selection criteria

Selecting an internship site is the responsibility of academic departments and departments. The Internship and Graduate Employment Support Department serves as the link between the academic environment and the labor market.

"Currently, the university's database of permanent partners in the field of practical training comprises over 1,000 organizations. This number is constantly growing thanks to the joint efforts of academic departments and our department. We monitor graduate employment, identify priority organizations for placement, and build relationships with partners to conclude contracts," says Elena Dmitrieva, Head of the Department for Internship Organization and Graduate Employment Support at RUDN University.

The university's partners include SBER, Zhukovsky Machine-Building Plant, Ingosstrakh, Mosenergo, Samolet Group of Companies, Technopolis Moscow, and other large enterprises, clinics, government agencies, and departments.

"We've developed specific criteria for selecting priority companies: having over 250 employees or being a leader in various rankings, including industry rankings. Focusing on these companies ensures that students gain internships in cutting-edge production facilities and strong teams, which directly impacts their competitiveness after graduation," says Elena Dmitrieva.

Marketplace of practice bases

Students can also choose a company that doesn't yet have an agreement with RUDN University but is willing to offer internships, or that is already working for the company in their future major. To do this, students must submit a request with their proposal on the "Internship Database Marketplace" through their personal student account. The application is then submitted to the faculty for review and approval.

"After approval by the internship supervisor, if the organization matches the specific student's training profile and can provide the necessary skills in accordance with the internship program, an agreement is concluded with the enterprise," says Elena Dmitrieva.

Incidentally, an internship a student has already completed or is currently undergoing may also be counted as practical training if it aligns with the content of their educational program and the specific practical training program. Internship and practical training: what's the difference? These concepts are often confused. But there is a difference. An internship is, first and foremost, an academic discipline. Its main goal is to consolidate theoretical knowledge and develop basic professional skills. It is a mandatory part of the curriculum, with a specific program, deadlines, assignments, and a report format.

"An internship is primarily a form of professional adaptation or testing during employment. Its purpose is to provide an opportunity to immerse yourself in the work environment, master specific procedures, or test yourself as a potential employee. An internship is not a mandatory element of the curriculum. Unfortunately, not all companies offer internships, and often interested students must search for suitable options themselves," says Elena Dmitrieva.

However, some partner companies offer internships for our students: VTB, Aeroflot, RWB (Wildberries), Avangard-Agro, DOM.RF, the Bank of Russia, Ozon, and VK. Successful completion of an internship gives students the chance to join the company's talent pool or even become full-time employees.

Students can also interact with HR professionals from dozens of companies, receive career development advice, learn about paid internships, attend master classes and lectures from leading labor market experts, and even receive a job offer at regular RUDN University Job Fairs and Career Weeks.

Opportunities for international students

RUDN University has many international students. They are not required to undertake internships in Russia. They can complete them in another country, including their home country. The key requirement is that the internship meets the requirements of the student's RUDN University program.

"In the 2024–2025 academic year alone, 134 RUDN international students successfully completed internships in countries across Asia (China, Vietnam, Thailand, Mongolia, Bangladesh, Myanmar), Africa (Zimbabwe, Congo, Morocco, Benin), the Middle East (Libya, Syria), and Latin America (Peru, Bolivia)," says Elena Dmitrieva.

To organize such practices, the university works not only with commercial companies, but also at the diplomatic level.

"Last year, we signed 24 agreements with foreign embassies in Moscow, as well as long-term agreements with the Embassy of the Plurinational State of Bolivia and the Embassy of the Republic of Benin," says Elena Dmitrieva.

From practice to diploma and work

Successful internships often become the basis for coursework and theses, and sometimes even the launch of a career.

"Each contract includes a clause regarding possible employment following the internship, which allows the student, if successful, to apply for a vacant position within the organization. Such cases are recorded in the reports of the academic departments," says Elena Dmitrieva.

The Directorate regularly conducts surveys of employers.

"We're exploring our partners' interest in hiring RUDN students for internships, how their skills match labor market demands, and whether they're willing to hire future specialists. The survey results show that many of our partners view internships as an effective recruiting tool for future employees," says Elena Dmitrieva.

Career Start: Student Stories

The students themselves are the best ones to explain how the system works from the inside. For Daria Voronina, a fourth-year student in the Faculty of Humanities and Social Sciences (Arts and Humanities major), the internship was not just a learning experience, but a springboard into a professional career.

Daria completed two internships: in her third and fourth years. Her program focused on cultural management, and her choice of internship locations fully reflected this.

"The first internship offered largely this experience—a deep dive into issues of patronage, curatorial work, and creative projects. The second time, interns were offered a choice of areas within the organization's work, and I chose a field more closely related to museum work," says Daria Voronina.

Both times, she chose from organizations offered by the department. And in both cases, she encountered a diversity of tasks that would be hard to imagine from a desk.

"The interns' responsibilities are limited to studying the work of the department to which we are assigned. We primarily studied the legal framework for the organization's operations and provided ad hoc assistance with projects the department was currently working on. However, the range of responsibilities is quite broad. For example, at Global University by Rybakov, we were involved in tour activities, event organization and coordination, and even graphic design. A year later, I was able to participate in researching scientific materials for an exhibition project and in the functioning of the museum's storage facilities at the Zotov Center," says Daria Voronina.

Daria assigns a special role to mentors. According to her, the internship supervisor (usually the head of the department to which the student is assigned) not only coordinates the internship and assigns assignments, but also provides their "mentees" with information and sources that the intern might have missed or simply not known about.

For Daria, the main outcome of her internship was an understanding of the organization's systemic functioning. She also made an unexpected discovery: which university courses proved most useful.

"Sometimes you can be surprised by which courses will prove useful to you in the future. For me, those courses weren't the classic theoretical ones, but rather the more practical ones, 'Museum Studies' and 'Art and Law,'" says Daria Voronina.

In 2025, Daria received a job offer from her internship base and is now working there. She is another fourth-year student in the Faculty of Humanities and Social Sciences.

Taisiya Sviridova completed her internship at two iconic places for any humanities student: the Victory Museum (industrial internship, 3rd year) and the Tretyakov Gallery (professional internship, 4th year).

"The department provided the spots, and then, based on personal preferences, the choice was made," says Taisiya Sviridova.

The experience at the two museums was different, but equally valuable. During her internship, her duties were limited to coordinating, accompanying, and assisting with the registration of participants and guests at museum events, as well as conducting preventative inspections of the building.

"During my professional internship at the Tretyakov Gallery, my responsibilities included studying the department's internal workings and assisting staff in preparing exhibition projects at various stages," says Taisiya Sviridova.

The student notes that the university's facilities provided a solid foundation for her internship.

"The knowledge I gained during my studies at RUDN University in museum studies, art management, and law significantly facilitated my internship, especially my professional one, as it helped me understand certain nuances much more deeply. And during my internship, I acquired new, specific knowledge—from basic blueprint reading skills to understanding the specifics of materials used for false walls. This gave me an understanding of the skills I'll need to work more effectively in my chosen field in the future," says Taisiya Sviridova.

When asked about her plans for the future, Taisiya answers without hesitation:

“Yes, I would be very happy to return, since the internship gave me the opportunity to understand how close I really am to the chosen field.”

Quick Guide: How to Find an Internship

Students can find all the information about the internship regulations in their RUDN University personal account (on the website or in the mobile app) in the section on organizing and conducting internships. A list of internship sites can be found in the same section of the app. Here.

Current internship offers from the university's partners are regularly published on the Career Center's social media channels –Telegram AndVKontakteYou can also get advice on resume writing and interview preparation: the department has a career guidance specialist and career specialist on staff who are ready to help.

An internship at RUDN University isn't a formality, but a real chance to immerse yourself in the profession, gain valuable experience, and perhaps find your dream job even before graduation. The stories of Daria and Taisiya are the best proof of this.

Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.

Translation. Region: Russian Federation –

Source: Peoples'Friendship University of Russia

An important disclaimer is at the bottom of this article.

At a meeting of the new RUDN University Dissertation Council for the specialties 2.1.12 "Architecture of Buildings and Structures. Creative Concepts of Architectural Activity" and 2.1.11 "Theory and History of Architecture, Restoration and Reconstruction of Historical and Architectural Heritage," three postgraduate students were awarded PhD degrees in architecture for the first time in the university's history: Natalia Kalinina, Evgeny Ogienko, and Yulia Loginova.

Their work, carried out under the guidance of experienced scientific mentors, was highly praised for its novelty, theoretical and practical value.

"These aren't just three successful defenses. This is the official launch of our own dissertation council, which confirms the high level of scientific research at the department and provides a powerful impetus for the development of young scientists. We are creating a robust environment for the growth of academics in the field of architecture," said Linar Sabitov, council chair and professor.

A micropolis for human comfort

According to Natalia Kalinina, her dissertation explores the principles of developing multifunctional complexes with adjustable autonomy. Behind the complex terminology lies a simple goal: to restore human scale to the big city, to create a safe environment where human experience and comfort are the focus.

As part of her work, Natalia developed the concept of an autonomous multifunctional complex—a micropolis—as a fundamentally new development morphotype. The idea received a powerful boost after she attended a research trip to Osaka with RUDN University in 2019. While presenting a paper on new morphotypes in high-density environments, she witnessed the Japanese experience firsthand.

"Japanese architecture struck me with how, even in extremely dense conditions, it manages to separate flows and maintain a human dimension. This complemented my idea: the new morphotype should not resemble a typical microdistrict. Thus, the concept was completed," says Natalia Kalinina.

Natalia analyzed the evolution of architectural complexes and identified key principles of planning solutions aimed at achieving multi-layered and compact structures. The developed approach, she explains, allows for the most efficient use of the territory's potential, and the micropolis becomes an integrated design method capable of transforming existing developments and delivering significant economic benefits.

The applicant admits that the most challenging aspect was applying the concept to the realities of Russian urban development: taking into account regulations, analyzing climate conditions, and finding free time while having two children. She also noted her experience working at the Unified Institute of Spatial Planning of the Russian Federation, where she was able to implement some of the concept's provisions locally.

"I was lucky that my defense took place in my own home, surrounded by people who cared about the outcome. I feel like I fulfilled the promise I once made to the rector during an open dialogue," says Natalia Kalinina.

Residential complex for young people

Another PhD candidate, Evgeny Ogienko, shared that his dissertation focuses on the development of youth social housing architecture in today's socioeconomic conditions. He explained that the core of his work is to address the question of what social housing for young people should look like today, so that it reflects their actual lifestyle, needs, and capabilities.

He explains the relevance of the topic by the fact that the problem of affordable housing for young people remains acute, while young people themselves have changed: they have become more mobile and structure their communication and daily life differently. Old, standardized solutions inherited from the past are often unsustainable, creating a demand for new housing—flexible, adaptable, and with developed public spaces.

In his research, Evgeny for the first time comprehensively linked Russia's contemporary socioeconomic realities with specific architectural solutions for young people, described a design methodology, identified a typology of social housing worldwide and in Russia, and developed principles for social housing. He studied Western experience and adapted models to Russian urban development conditions, regulations, and mentality.

"The main results, in essence, can be summarized as the creation of a flexible model for a youth housing complex that can be adapted to various urban situations—whether in the city center or in the outskirts. Importantly, the work has not only theoretical but also practical significance: specific recommendations for architects and developers have been proposed, and prospects for updating regulations that hinder the implementation of such projects have been outlined," says Evgeny Ogienko.

The most challenging aspect of the work, Evgeny admits, was the synthesis—the need to maintain focus on several professional levels simultaneously. This required immersion in sociology, conducting several iterations of the survey, understanding the economic models of social housing, and translating this multidimensional information into the language of architecture.

"The main challenge was finding a balance between social utopia (the desire to create an ideal environment), strict economic feasibility, and current regulations, which, as practice shows, often simply fail to keep pace with new housing typologies," says Evgeny Ogienko.

The first dissertation defenses under the new dissertation council became an important milestone in the development of architectural science at RUDN University, revealing new names and setting the bar for future research.

Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.