Business Programme

For Russia, traditional spiritual and moral values are not only part of the country’s cultural heritage, but also a methodological foundation for scientific research that determines the developmental trajectory of society and the state. A scholarly understanding of these values makes it possible to identify the deep mechanisms that shape civic identity, the stability of the social system, and the educational potential of the youth environment. What is the state policy for preserving and strengthening spiritual and moral values? What role do education, culture, and sports systems play in implementing this policy? How are scientific approaches integrated into state policy practices, from regulatory frameworks and educational standards to cultural, sports, and educational initiatives?

Popularizing science in Russia has ceased to simply be a ‘translation from scientific to layman’s terms’ these days. It has become a tool for solving specific problems, such as attracting talent to the scientific world, establishing technological sovereignty, combatting pseudoscience, and creating an innovative ecosystem. The key question in this transformation is how to turn grant support into a sustainable, scalable project that can find an audience and generate real benefits. It is crucial to examine the entire cycle – from submitting applications to implementing projects supported by the Russian Ministry of Science and Higher Education, which inspire thousands of people. How can people not only obtain theoretical knowledge, but also practical tools to implement their own initiatives?

Scientists and teachers share common goals. It is crucial for them to combine their efforts to address issues concerning natural science education and the training of personnel for current scientific priorities. At the systemic level, teachers are relayers of knowledge for hundreds of schoolchildren. On the other hand, scientists are the only source of the most up-to-date scientific information and can present it in a simple and engaging form, while providing unique materials for school teachers. What can we do to ensure this interaction is effective? What should such interaction look like? What do school teachers need from science today? How can we help school teachers get students more interested in a particular subject? And how can a scientist find a future team member right out of school?

A new trend toward creating popular science content has emerged in the media market in the past few years. Film companies, television channels, and online platforms are all releasing films and series. With the Institute for Internet Development’s support alone, dozens of diverse science projects have been created and generated hundreds of millions of views. It is crucial to continue increasing the pace of development and collaborating with audiences and representatives of the creative industry to create high-quality popular science content. Together with the session participants, we will evaluate existing projects and look at new formats that are lacking in Russian popular science.

The session will feature teasers of various popular science shows, programmes, films, and games (The Challenge, Atom, Rector, Crazy Inventions, Science in Shock, Science for Everyone, Time for Pairs, My Universities, The Three-Body Problem, Simple Talks about Complex Things with Sofiko Shevardnadze, and the mobile game Lomonosov vs Zombies), audience feedback after watching them, an analysis of the preferences of young scientists and students, and a discussion of proposals for the creation and development of popular science content.

The creation of campus product programmes includes such key tasks as setting goals, aligning them with national objectives, and creating and configuring the products themselves. The key thing is to create models for regional expert evaluations, establish interaction with target audiences, and plan, which helps ensure that the products correspond to their intended purpose. How can we organize the search for new forms of cooperation and get businesses involved in the campus’s social and youth initiatives? What role does campus infrastructure play in creating successful products? How should interaction be built with industrial partners in developing products? How can we create a product portfolio that is in demand on the market? What is the best way to organize and introduce regional expert evaluations of product programmes and products?

Modern video games are far more than just entertainment. They have become a full-fledged platform for developing engineering skills, mastering technology, and collective creativity. For the younger generation, game creation is not only a means of self-expression, but also an opportunity to immerse themselves in the world of programming, design, physics, and other disciplines. This is precisely where new approaches to education and professional development are born – at the intersection of art and science. We will see how video games, especially in multiplayer formats, can serve as a catalyst for the development of future engineers. How can you turn a hobby into a profession? Can gamification be used to get young people involved in solving real-world engineering problems? How can educational elements be integrated into gameplay without diminishing audience interest? How can gaming technologies, including simulators and VR/AR environments, become a tool for learning, teamwork, and intellectual development? How can Russian game development become a powerful tool for attracting young engineering talent and help to develop the country’s technological sovereignty? How can multiplayer game mechanics be used to involve school and university students in solving real-world engineering problems? What practices and cases already exist in Russia where games are being used to teach and develop engineering skills? Could game design based on physics and engineering principles become its own educational field? How can we create educational games that are not only useful but also engaging? How can we find a balance between learning and entertainment? What role can VR/AR technologies and simulations play in this process? How can game development communities and competitions serve as a model for identifying and developing future engineering and IT leaders? What support system is needed to create useful games that help students master engineering professions?

Producers of television channels, online platforms, and production companies always focus on the target audience and its interests when deciding whether to create or acquire content. Any true hit is based on unique stories with memorable characters that must include some sort of driving force involving dramatic or comedic elements that are capable of capturing the viewer’s attention. How are decisions made about whether content is suitable for production? What is the benefit of obtaining real feedback from online platform and television channel producers who make decisions about launching projects?

One of the key objectives of the Decade of Science and Technology in Russia is to attract talented young people to conduct research and development. This goal is particularly important in the context of educational sciences, since the future of the country’s science and scientific personnel depends on teachers and researchers. How can modern mentors motivate students to work in education-related scientific activities? What tools and competitive mechanisms (including grants, scholarships, projects of the Russian Academy of Education, and events of the Decade of Science and Technology) are most effective in engaging young people? What is the formula for a successful ‘mentor – young scientist’ tandem? What role does a teacher’s personality play in unlocking the research potential of students?

Since 2022, the ‘Science Volunteering’ initiative of the Decade of Science and Technology has offered everyone the opportunity to contribute to Russia’s technological development. Volunteers assist scientists in collecting and analysing data, take part in experiments and research, and promote science to all segments of the population. Based on all the experience that has been accumulated, what are some of the key trends in science volunteering today? What are some of the aspects and principles of interaction between scientists and scientific volunteers? Are there any limitations to this interaction and if so, how can they be overcome?

One of the key goals of the Decade of Science and Technology in Russia is to get talented young people involved in research and development. This means creating the most favourable working conditions possible and providing mentoring to foster the development and growth of young scientists. It is equally important to ensure the continuity of the approaches that have been used and enabled young scientists to become full-fledged members of research teams. Research advisers play a crucial role at the start of a researcher’s career: they formulate scientific objectives, create a working environment, establish a research culture, and instil the proper skills, including soft skills. However, a potential research adviser may lack some of the required pedagogical and organizational competencies, which can lead to misaligned views, the perfunctory performance of duties, and, ultimately, the withdrawal of young scientists from research and development. How can a young scientist find a suitable research adviser? What are the most important qualities in a research adviser? What challenges does the rapid growth in applied research in Russia pose to traditional approaches to research supervision? Finally, how can a young scientist become the best possible mentor in the future?