Business Programme

On-the-job postgraduate programmes aim to train PhD candidates who will drive technological change in industry and whose mission is not simply to conduct scientific research, but to perform specific production tasks, eliminate technology gaps at companies, integrate innovative solutions into actual production, and promote close cooperation between science and industry. What are the interim results of the on-the-job postgraduate programme project? What is the outlook for the project’s evolution in the coming years? What expectations do science-intensive businesses have about on-the-job industrial postgraduate studies?

The session will feature a discussion about key issues concerning the training of personnel for the healthcare system in Russia with young teachers and practicing scientists who work at medical universities and research institutes and winners of the ‘Best Young Teacher in Healthcare Personnel Training 2025’ national competition. What kind of organizational and communication skills should a modern healthcare teacher have in terms of implementing methodological and research projects and guiding the educational process?

Artificial intelligence is improving every day, permeating all aspects of our lives, and is no longer just a tool, but a true driver of management and technological processes. However, humans remain responsible for decisions made using artificial intelligence, so procedures need to be established for monitoring and verifying the actions of AI in a wide range of sectors, primarily public administration, science, and technology, both civilian and military. We now have developments that are not only used for dual purposes, but even for triple purposes. And they need to be introduced into our lives on a daily basis, starting today. At present, the biggest need in science, technology, and management is to emphasize the substantive challenges of cooperation, the commercialization of developments in dual-use technologies, and public-private partnerships in national security. The widespread use of generative AI in the economy could significantly reduce demand for personnel in numerous sectors of the Russian economy. There are many examples of this right now: from unmanned aerial vehicles penetrating a wide range of sectors to the use of AI in construction, agriculture, housing, and utilities. What promising new forms of funding for AI research projects could emerge in the near future? Do universities and research institutions understand the real needs of their customers? How is mobilizing science evolving? Which new forms of funding for AI and dual-use technology research projects are the most promising? How can the conflict between security requirements and the commercialization of developments be resolved? What legal regulations are already in place, and which ones need to be adopted to accelerate the introduction of AI and R&D results in matters concerning national security? How can we provide greater motivation to scientists and engineers to work on dual-use technology projects? How can we accelerate the development and introduction of promising dual-use solutions?

Today, mentoring is viewed as an important resource for the educational and personal development of students and young scientists. It is essential to analyse the gaps in research on this topic in Russia and the impact of legislative initiatives that seek to integrate mentoring into the primary and postgraduate education systems. This discussion brings together the opinions of various stakeholders and provides a platform for coming up with recommendations on how to develop mentoring as an essential component of the modern educational environment. Which groups of young people need mentoring support in particular? What are the existing models and forms of support? What kind of expectations and needs do students have? What difficulties might arise in interaction with mentors and how the value of mentoring support is perceived? What are the advantages of mentoring for the actual mentors, including the development of professional and personal qualities, motivation, and satisfaction from sharing their experience?

Russia’s Floating University scientific and educational programme is creating an ecosystem for professional training – from school students to candidates of science – to study the World Ocean and climate. The programme is attracting young people to the world of Earth sciences, provides the opportunity to gain real research experience in marine expeditions under the guidance of scientist mentors, supports participants on their academic development path, and brings them together into a dynamic professional community. This approach helps to form a core group of human resources for fundamental and applied research and ensures the integration of science and education with the country’s strategic objectives. What mechanisms could ensure a sustainable influx of scientific personnel? How can successful programme practices be replicated in other areas of science? What support and motivation tools are needed to ensure that young researchers maintain interest in science at all stages of their professional path?

The discussion will focus on the practical introduction and use of the Regional Segment of the ‘Science and Innovation’ Domain – a key digital tool for managing scientific and technological development in Russia’s regions. Representatives of the Russian Ministry of Science and Higher Education and the Centre for Information Technologies and Systems (CITIS) will present the segment’s functional capabilities, including the ‘Unified Support Measures Navigator’, ‘Profile of a Region of the Russian Federation’, and the ‘National Scientific and Technological Development Rating’, which is visualized in the form of analytical dashboards. The session will show in particular how digitalization ensures an end-to-end management cycle: from planning and submitting support applications to monitoring the effectiveness of and adjusting regional scientific and technological development programmes. Scientific and technological development managers from pilot regions will share their plans for using the segment in their work. Participants will learn how the Krasnoyarsk Territory could use the segment to generate tech orders, how Tatarstan is establishing cooperation between science and business, how the Tomsk Region is addressing staffing needs, and how Bashkortostan is enhancing its investment appeal. How can we prepare specific proposals for the further development of the digital service, taking into account the needs of the regions?

Modern industry is experiencing a profound digital transformation: process automation, the introduction of artificial intelligence, and the use of complex models all require engineers to have a new level of competence. Training specialists with the relevant skills in design, mathematical modelling, AI, and proficiency in modern digital tools is becoming a key component of the country’s technological development. It is particularly important to understand how educational programmes can be used to train specialists who are capable of effectively applying domestic software, including CAE and CAD, both in the educational process and subsequently in engineering activities in the real sector of the economy. How are educational programmes being prepared for future engineers and specialists in mathematical modelling and artificial intelligence in industry? What do engineers need to know to join an industrial enterprise (e.g., in the nuclear industry) and begin solving problems? What competencies should they possess? What key challenges do industrial sectors face in terms of mathematical modelling and artificial intelligence? What role does domestic software (CAE, CAD, PLM) play in the activities of companies and in the educational process for engineers? What are the risks of engineering education being dependent on foreign software, and how can they be minimized? Can cooperation between universities and industrial enterprises drive the development of domestic engineering platforms? How is the integration of AI and mathematical modelling into production processes changing the actual role of engineers in the 21st century?

The Russian Academy of Sciences and the Russian Ministry of Science and Higher Education are currently finalizing the preparation of the Unified State List of Scientific Publications. This list will enhance the role of Russian journals in determining the results of state tasks, grant reports, and the defence of candidate and doctoral dissertations.

In February 2023, Russia President Vladimir Putin signed a law integrating new regions into the country’s educational system. Since then, scientific and educational institutions in these territories have not only adopted Russian standards, but also became active partners in joint research projects. Modern laboratories, engineering centres, and new training programmes have been established, and many universities have become full participants in national competitions and initiatives. Today, the new regions are demonstrating a willingness to engage in open dialogue, exchange experience, and establish long-term cooperation with the Russian scientific and educational community. What scientific and educational achievements in the new regions have become possible thanks to their integration? How are joint projects strengthening the role that young people play in innovative development? What challenges still remain, and how can they be overcome through partnership? What are some examples of successful collaboration between universities and research institutes in the new regions and federal centres? What are the strategies and development plans for the next ten years based on the logic of moving forward together?

Student design bureaus are unique ecosystems where both innovative products are born, and the next generation of engineers, tech entrepreneurs, and scientists are trained. How can we turn the energy and talent of students into tangible results that strengthen the country’s technological sovereignty?

In recent years, Russia has been making concerted efforts to develop science and engineering. This includes improving the image of science, setting up laboratories, and creating opportunities for young professionals to get involved in science and remain in the academic world. However, there are still major problems with the low level of science subjects in school, particularly physics and mathematics. This factor is one of the key barriers to the further advancement of Russian science. As part of an expert report, prominent educators and scientists will present solutions to improve the level of education in mathematics, physics, and other science subjects in secondary school and create a high-quality foundation for scientific and innovative breakthroughs. How can the level of education for prospective university students be described today? What barriers are hindering improvements in the level of education in technical professions, and how can they be overcome? What innovative solutions could have the greatest impact on improving the level of education of prospective students in technical professions? What tools could be designed and used to improve the quality of general education? What is the optimal model for motivating and preparing young people to build a scientific career path? What state support measures are needed to enhance the quality of mathematical and scientific education at secondary schools?

Since 2022, Russia has seen a massive influx of young people into industrial enterprises. The government is actively implementing programmes to support the training of personnel for industry, and higher education institutions are actively adapting student training to the needs of industry, as they remember that all new projects grow out of long-forgotten experience. However, career planning for young engineering personnel has become a more acute issue than ever. How can young people build a successful career at an industrial enterprise in the current climate of uncertainty? Are there any systemic solutions that could help young engineers and scientists systematically maximize their professional efficiency and provide a benefit to Russia, or is their fate to endlessly wander around the labour market in search of a better lot at a given moment in time?

We are used to talking about AI as a tool. Over the past year, systems with advanced reasoning capabilities, autonomous AI agents, and multimodal assistants have shown us it can do much more than that: they can build chains of thought, initiate actions, adapt operating rules, and interact with each other outside of direct human control. The educational environment is one of the first places where this transformation has become tangible. Neuro-assistants are no longer passive helpers; they are becoming co-authors of studies, offering interpretations, and correcting the logic of argumentation. This raises a fundamental question: if AI is serving as an agent, how does this reconfigure the ‘teacher–student–​knowledge’ triad? Where is the boundary between instrument and subject? What is the nature of this new subjectivity? How should the functional model of researchers and teachers change when part of an intellectual activity is delegated to an AI agent? Are we on the cusp of Artificial General Intelligence or are we already living in its shadow? What competencies will remain exclusively human ones? How can we preserve the idea of learning by overcoming challenges if there is no longer a need to master specific skills?

The development of professional communities helps to establish stable horizontal ties and strengthen one’s professional identity through practical tools such as mentoring, networking projects, and digital platforms. It is crucial to exchange case studies involving inter-industry interaction and discuss institutional support from the state, universities, and businesses. The goal is to come up with practical recommendations and ideas for the further integration and development of professional communities. What is the most effective way to scale successful models of inter-industry interaction? What specific institutional support measures are needed for the sustainable development of professional communities?