Category: English

Translation. Region: Russian Federation –

Source: Peter the Great St. Petersburg Polytechnic University –

An important disclaimer is at the bottom of this article.

The Moscow Startup Summit was held at SberCity, where the "SPbPU Entrepreneurial Ecosystem Development Model" was presented in the "Best University Practice" category as part of the Startup Summit Awards competition. It was ranked among the top three best practices for developing technological entrepreneurship. Over 100 Russian universities participated in the competition.

The project was prepared and presented by staff from the Higher School of Technological Entrepreneurship of the Advanced Engineering School of SPbPU "Digital Engineering" – Alexey Efimov, Executive Director of the Polytech Innovation Support and Development Fund and Associate Professor of the Higher School of Technological Entrepreneurship, and Artur Kireev, Acting Director of the Higher School of Technological Entrepreneurship and Associate Professor of the Higher School of Technological Entrepreneurship.

The awards to the SPbPU PISh representatives were presented by Olga Petrova, Deputy Minister of Science and Higher Education of the Russian Federation.

The Higher School of Technological Entrepreneurship is a scientific, methodological, and coordinating center for the development of technological entrepreneurship at SPbPU. It actively participates in the development of the university and national ecosystem of technological entrepreneurship.

This practice aims to create an ecosystem of technological innovation that supports the emergence and development of new ideas, projects, and technology startups, and is focused on the development of both small and large innovative enterprises in national and international markets.

The ecosystem brings together structures and activities that help students become familiar with entrepreneurship, develop the necessary skills, and implement both their own projects and build a portfolio.

The model includes 4 levels of involvement of students and university staff in entrepreneurship.

Promoting Technological Entrepreneurship Development Scaling/Professional Training in Technological Entrepreneurship Internationalization

The goal of university-wide educational events is to develop students' basic soft skills necessary for entrepreneurship, as well as project management skills.

The second level is attended by students interested in defending their final theses in the "Startup as a Diploma" format, as well as participants in various competitive programs and accelerators.

An expert council supports students during the preparation of their final qualifying work as a startup. Defenses in the "Final Qualification as a Startup" format have been held at the Polytechnic University since 2021. A total of 59 students have defended their theses in this format.

The next stage is training specialists in a specialized master's program in technological entrepreneurship at the Higher School of Technological Entrepreneurship and the University of Entrepreneurs.

During their studies, students are given the opportunity to create and develop their own project, which could later become the basis for their own business. Their final project is either a technology startup or a research project. Upon completion of their studies, master's students present a portfolio of completed projects or a startup ready for launch.

The fourth level is working with projects with the aim of bringing them to the international level.

The goal of the international polytechnic accelerator is to select and develop projects for subsequent submission to the largest accelerators in China, India, Brazil, and the Middle East.

The overall goal of the model is to create a sustainable, end-to-end innovation environment that unites education, science, technology, and business, facilitates the generation and implementation of technology startups, and trains specialists capable of entrepreneurship in knowledge-intensive industries and digital transformation.

The model builds a continuous, practice-oriented trajectory from idea to scaling through direct interaction with industry and venture capital funds. This transforms Polytechnic University into a unified ecosystem where students at various stages of their studies can create projects with market potential.

Winning the competition once again confirmed the validity of SPbPU's strategy for developing technological entrepreneurship. The Russian Government views university technological entrepreneurship as one of the drivers for creating the conditions for achieving technological leadership. In this regard, one of the key objectives is to better familiarize the university's research teams with the opportunities for commercializing applied research results through startups, shared Artur Kireev.

Alexey Efimov added: "The Moscow Startup Summit Awards demonstrated that the most in-demand models for developing university technology entrepreneurship are systemic models of end-to-end engagement and support for startup initiatives, aimed at developing the university ecosystem in collaboration with educational and industrial partners."

This material was prepared with the support of a grant from the Russian Ministry of Education and Science as part of the Decade of Science and Technology.

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: Peter the Great St. Petersburg Polytechnic University –

An important disclaimer is at the bottom of this article.

The Winter University in Engineering Sciences, "Artificial Intelligence and Digital Technologies," concluded at Peter the Great St. Petersburg Polytechnic University. The event was supported by the Ministry of Science and Higher Education of the Russian Federation, the Federal State Autonomous Institution "Sociocenter," and hosted by the SPbPU Advanced Engineering School "Digital Engineering," in collaboration with SPbPU International Services and the SPbPU Applicant Services Center.

The main goal of the Winter University is to strengthen ties and expand collaboration between young engineers, as well as to develop engineering competencies and improve the qualifications of students in areas such as digital technologies, systems digital engineering, and artificial intelligence.

Over 200 third- and fourth-year undergraduate students in engineering and technical fields participated in the two-week intensive course. This year, the list of participating countries was significantly expanded. Students from Russia, Kazakhstan, Kyrgyzstan, Belarus, Uzbekistan, Armenia, Tajikistan, South Africa, China, Iran, and India were joined by students from Serbia, Cuba, and Indonesia. In total, students from 44 universities participated in the Winter University.

We provided participants of the Winter University in Engineering Sciences, held at SPbPU's Advanced Engineering School "Digital Engineering," with a unique opportunity to quickly advance their knowledge in digital engineering, enterprise digital transformation, and the use of artificial intelligence technologies. "I am confident that the Winter University's scientific and educational program in Engineering Sciences will further strengthen collaboration among universities from different countries and combine competencies to achieve technological leadership and build a sustainable and dynamic economy," commented Alexey Borovkov, Chief Designer for SPbPU's key scientific and technological development area, "Systemic Digital Engineering," and Director of SPbPU's Advanced Engineering School "Digital Engineering."

To improve the quality of the events, specialists from SPbPU's Advanced Engineering School "Digital Engineering" spent two weeks collecting feedback from Winter University students on all aspects of the educational project, from the quality of the curriculum to the food service. Participants highly praised the overall organization of the event and expressed a positive impression of the entire project. On a scale of 1 to 10, students rated all indicators above 9.

Among the educational modules and activities, young engineers found the Topology Optimization Design Lab (9.9 points), the Digital Transformation and Lean Manufacturing Lab (9.8 points), and the Polymer Composite Materials Lab (9.7 points) particularly interesting. They also enjoyed the composition and format of the engineering competitions and project quiz. The Winter University program at the SPbPU PSI School consisted of technical modules, lectures, workshops, business games, an introductory Russian language course for English-speaking students, and a cultural and entertainment program.

As part of the "Engineer" track, the "Modern Engineering in High-Tech Industries" module was taught by specialists from the Winter University's industrial partner, the Kronstadt Engineering Education Center. The module was supervised by Igor Perevozchikov, Head of the Change Lab at the Kronstadt Engineering Center. Students not only immersed themselves in the theory of modern engineering and learned about real-life processes in the partner's production facilities and laboratory complexes, but also completed a number of practical assignments: they built 3D models based on their own measurements, conducted a materials analysis, and reverse-engineered a component.

At the Digital Transformation and Lean Manufacturing Lab, young engineers were introduced to the concept of lean manufacturing, studied its approaches and tools for reducing waste, tried their hand at managing a modern enterprise in the Lean Manufacturing computer simulator, and carried out a digital transformation of an enterprise using the Digital Transformation of an Enterprise digital simulator.

The "Supply Chain Management" educational module introduced Winter University participants to the "New Industrial Challenge" computer simulator. In a competitive game format, students were tasked with effectively managing production and the supply chain, while following market trends, to achieve the best economic results. The simulators were developed by experts from SPbPU's Advanced Engineering School "Digital Engineering" and are based on the CML-Bench®.EDU Digital Platform, a separate area of the Digital Platform for the development and application of CML-Bench® digital twins for training and competency assessment.

As part of the "Aircraft Wing Aerodynamics" module, students participated in the "Energy Strategy: Power System Management" case study game, designed to introduce the fundamentals of the energy industry through a game-like approach. The game mechanics are based on business simulation. Participants were tasked with building an optimal national power system, taking into account both economic efficiency and environmental requirements.

The Winter University also hosted an Engineering Championship to determine the best designers. Teams built catapults from scrap materials and competed in throwing their "projectiles" the farthest. First place went to a team from Armenia (Russian-Armenian University), second place to a team from Kazakhstan and Uzbekistan (Kostanay Social and Technical University named after Academician Zulkharnay Aldamjar, Tashkent State Technical University named after Islam Karimov), and third place to a team from India and Indonesia (Savitribai Phule University in Pune, University of Indonesia).

An important part of the Winter University was the cultural program, during which students visited the Yusupov Palace, the Hermitage, the Fabergé Museum, and the suburbs of St. Petersburg – the towns of Pushkin and Kronstadt.

The Winter University "Artificial Intelligence and Digital Technologies" was a celebration of knowledge, challenging tasks, and new connections, and evoked a wealth of positive emotions among its participants.

Miloš Panjevas, University of Belgrade: I think the program is an amazing experience, both culturally and educationally. The connections we make with different cultures, the way we explore Russian history and landmarks alongside Iranians, Cubans, Indians, Chinese, South Africans, and Uzbeks… It's a once-in-a-lifetime opportunity. Plus, St. Petersburg is beautiful, and I definitely have to see it this summer—it's one of the most beautiful cities I've ever been to. The lectures really broadened my thinking and inspired me to try my hand at innovation and startups, for example.

Khoiakbar Ostankulov, Andijan State Technical Institute: Thank you very much for everything. I really enjoyed this program and expanded my knowledge. I will definitely recommend it to other students.

Elina Denezhkina, SPbPU: The energy system creation game was very interesting; the time flew by, thanks so much to the organizers! Even I, a thermal power engineering student, would have thought it would have been boring, considering I've been studying this for four years, but it wasn't. I really enjoyed this format.

Feruza Abdulla kizi Mirzakhakimova, Fergana State Technical University: During the wing aerodynamics class, we participated in a very interesting and engaging game; everyone in the group was engaged. Thank you very much for your innovative approach to teaching. The engineering championship was also very interesting.

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: Peter the Great St. Petersburg Polytechnic University –

An important disclaimer is at the bottom of this article.

The St. Petersburg Polytechnic University hosted the 3rd International Scientific and Practical Conference of the Russian-African Network University (RAFU) consortium, "The Contribution of Russian and African Universities to Sustainable Regional Development." The event, held in a hybrid format, provided a platform for dialogue between representatives of over 100 RAFU member universities from 15 countries, ministries, embassies, Russian and African universities, and research centers.

Before the conference, the Polytechnic University, as the coordinator of the RAFU consortium, held a general meeting of RAFU member universities to review their work for 2025 and outline future plans. Stepan Sokolov, Deputy Director of the International Cooperation Department at the Russian Ministry of Education and Science, addressed the participants with a welcoming address.

He noted the dynamic development of educational cooperation: "The consortium has expanded significantly over the past three years. It currently includes over 100 Russian and 68 African organizations from 16 countries. This year, 17 organizations from Mali joined—this is the result of your recent working trip."

Sokolov also emphasized the increase in state quotas for African students and the importance of creating permanent Russian language study centers on the continent.

In his speech, Dmitry Arsenyev, Vice-Rector for International Affairs at SPbPU and Corresponding Member of the Russian Academy of Sciences, emphasized the role of RAFU as an effective platform for cooperation: RAFU has become recognized internationally as a platform for developing Russian-African educational, scientific, and cultural interaction. Our goal for the future is to enrich the consortium's activities with real projects, joint educational programs, and scientific research.

Presentations were given by representatives of universities and research institutes from Russia, Algeria, Morocco, Mali, Cameroon, South Africa, Guinea, Senegal, Côte d'Ivoire, Uganda, Nigeria, and other countries. Topics discussed ranged from the development of artificial intelligence, agriculture, and medicine to the social responsibility of universities, Russian language studies, and the preservation of cultural heritage.

Ousmane Mariko, Technical Advisor for Administrative and Institutional Affairs at the Ministry of Higher Education and Scientific Research of the Republic of Mali, delivered a welcoming speech. He emphasized that Mali ranks first among African countries in the number of universities participating in the RAFU (27 universities), and that the ministry itself employs many graduates of Russian universities. Mr. Mariko proposed sending over 30 Malian students to study in Russia next year, demonstrating the dynamic development of the partnership within the consortium.

One of the key events of the conference was a speech by Pindi Hazara Chana, Minister of Natural Resources and Tourism of the United Republic of Tanzania, who noted her country's long-standing and strong ties with Russia in the field of education. She cited her own experience, having received an education in the USSR, and reported that today, more than 3,000 Tanzanians are graduates of Russian universities, and more than 100 students are currently studying in Russia.

Alla Mazina, Secretary of the RAFU Presidium and Deputy Head of the International Cooperation Department at SPbPU, spoke about the practical work within the consortium.

In her report, she highlighted two major projects of the year: In addition to the Summer Multidisciplinary University, which in 2025 brought together 315 students from 37 countries, a key event was supporting the reform of higher education in the Republic of Mali. An expert group of nine Russian universities from the Russian Federal University of Russia (RAFU) developed 29 core educational programs in priority areas for Mali.

The 3rd RAFU conference clearly demonstrated that the Russian-African Network University, coordinated by St. Petersburg Polytechnic University, has become a tangible tool for launching educational and scientific projects that promote sustainable development and strengthen partnerships between Russia and African countries.

The speakers shared best practices for promoting the Russian language and Russian education in Africa, developing joint educational programs, preparing African applicants for admission to Russian universities, and implementing professional development programs for African university faculty. Many of the presentations were practical in nature and presented the results of joint research projects. These joint research projects cover areas of importance to African countries, such as geology, construction, meteorology, agriculture, alternative energy, medicine, ecology, and natural resource management.

The conference has already become a traditional annual event As part of the activities of the Russian Federal University of Agriculture, it confirmed its importance as a discussion platform for joint projects, scientific research, and the exchange of experience between universities in Russia and Africa.

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.