Can recombinant tree shrew (Tupaia belangeri chinensis) chymosin coagulate cow (Bos taurus) milk?

Genetically engineered chymosin from the tree shrew (Tupaia belangeri chinensis) has been obtained and partially characterized for the first time. The target enzyme was produced in Escherichia coli, strain BL21(DE3). It was shown that tree shrew recombinant chymosin coagulates cow milk (Bos taurus). The total and specific milk-clotting activity of the obtained enzyme was 0.7–5.3 IMCU/mL and 8.8–16.6 IMCU/mg. The nonspecific proteolytic activity of tree shrew recombinant chymosin in relation to total bovine casein was 30 and 117% higher than that of recombinant chymosin of cow and of single-humped camel respectively. It was found that in comparison with most of the known genetically engineered chymosins, the tree shrew enzyme showed exceptionally low thermal stability. After heating at 45°C, the coagulation ability of tree shrew recombinant chymosin decreased by more than 40%, and at 50°C the enzyme lost more than 90% of the initial milk-clotting activity. The Michaelis constant (Km), enzyme turnover number (kcat), and catalytic efficiency (kcat/Km) for genetically engineered chymosin from the tree shrew were 6.3 ± 0.1 µM, 11 927 ± 3169 s–1 and 1968 ± 620 µM–1 s–1, respectively. Comparative analysis showed that the primary structure of the chymosin-sensitive site of cow kappa-casein and the supposed similar sequence of tree shrew kappa-casein differed by 75%. The ability of tree shrew recombinant chymosin to coagulate cow’s milk, along with a low thermal stability and high catalytic efficiency with respect to the substrate, imitating the chymosin-sensitive site of cow kappa-casein, suggests that this enzyme is of potential interest for cheese making

Study of the adjuvant properties of preparations containing recombinant human granulocyte-macrophage colony stimulating factor

The relevance of the search for new vaccine adjuvants is growing along with the increase in the number of current vaccine preparations, especially those developed on the basis of proteins. Some cytokines are known to exert adjuvant properties. The present work is devoted to the study of adjuvant activity of recombinant human granulocyte-macrophage colony stimulating factor (rhGM-CSF) and constructs based on it. Earlier, we developed a technology for isolation and purification of GM-CSF from the E. coli SG20050/p280_2GM producer strain, as well as a technology for conjugating polyglucin:spermidine complexes with rhGM-CSF. Double-stranded RNA was used to obtain molecular constructs on the basis of rhGM-CSF conjugate. To assemble constructs, the ratio of the components was calculated for one dose of the preparation to contain 5-40 mg of rhGM-CSF and 100 mg of double-stranded RNA. The effectiveness of the formation of molecular constructs was evaluated by dsRNA electrophoretic mobility shift in a 1% agarose gel. The effectiveness of the resulting adjuvants was determined in ELISA assays by measuring the titers of specific antibodies in mouse sera against ovalbumin or recombinant receptor-binding domain of the surface S protein of the severe acute respiratory syndrome coronavirus 2 (Delta variant (B.1.617.2). The experiments were carried out in 100 male BALB/c mice weighing 16-18 g. Mice were immunized twice, with a 14-day interval, by intramuscular injection of 200 mL per animal. Recombinant receptor-binding domain of the surface protein of SARS-CoV-2 was administered at a dose of 50 mg/animal, ovalbumin – at two doses – 1 mg or 5 mg/animal. Corresponding antigen was used as a positive control, a saline solution – as a negative control. It was shown that the maximum effect was achieved by immunization with a construct based on double-stranded RNA and rhGM-CSF conjugated to polyglucin-spermidine. The use of a conjugate without double-stranded RNA as an adjuvant also improved humoral response. The use of native rhGM-CSF did not increase the titers of specific antibodies. Thus, it was found that rhGM-CSF being a part of a polysaccharide conjugate or a molecular construct exerted an ability to enhance the humoral immune response to protein antigens

Development of a vaccine adjuvant based on squalene and study of its adjuvant properties

The use of modern subunit vaccines involves adjuvant introduction into their composition. Currently, the search for new and improvement of existing adjuvant systems is actively underway. Squalene- based adjuvants are well-known and approved in a number of countries for clinical use in influenza vaccines. Our study was devoted to the development of an adjuvant composition on the basis of squalene. The resulting adjuvants were composed in a form of oil emulsion containing a hydrophilic and hydrophobic phase. The stability of the emulsion was achieved by treating it with ultrasound at a frequency of 22 kHz. Particle sizes of the obtained emulsions were examined with the use of an electron microscope. The particle size was calculated to be 50-80 nm for the majority of particles (84%). Adjuvant activity was evaluated in 100 male Balb/C mice, weighing 16-18 g. To assess the humoral immune response, immunization was performed twice, with a 14-day interval, by intramuscular injection of 200 mL per animal. The receptor-binding domain (RBD) of the surface S protein of the severe acute respiratory syndrome coronavirus 2 (Delta variant (B.1.617.2)) or ovalbumin (OVA) from chicken eggs were used as antigens. RBD was administered at a dose of 50 mg/animal; OVA was administered at two doses (1 mg or 5 mg/animal). An antigen with aluminum hydroxide was used as a positive control; a saline solution was used as a negative control. The effectiveness of the obtained adjuvants was determined by measuring the titers of specific antibodies in mouse sera in ELISA assays using the recombinant RBD of SARS-CoV-2 S-protein or ovalbumin from chicken eggs. It was shown that the use of squalene-based adjuvants increased the antigens’ immunogenicity. The average titers of specific antibodies against RBD in the experimental group were 4 times higher than in the group immunized with RBD adjuvanted with aluminum hydroxide. An increase in immunogenicity of the antigen adjuvanted with squalene was also observed in the experimental OVA-group. Thus, it was shown that the developed squalene-based adjuvant compositions could be an alternative to the traditional adjuvants based on aluminum salts

The Idea of Education: Development or Service Delivery?

Introduction. In recent years, the debates over the education crisis, its essence and the role in the development of a person and culture in general have underlined the need to scientifically define the concept of modern education. The present article is debatable and theoretical; therefore, it explores the idea of education from the perspective of the current trend – the classification of education as a service sector. The aim of the article is to scientifically justify irrelevance of the ideas of education as a “commercial service” through the discussion of consequences of such an interpretation. Methodology and research methods. The research methodology is based on a meta-systemic approach, which allows us to consider education as the system in a number of other social institutes and structures and as an element of a larger system. The logical-semantic analysis, hermeneutic method and synthesis of the views among the representatives in the filed of the humanities were used to study the phenomenon of “educational services”. To determine own position, the authors of the present article used the procedure of separating “social construction paradigms” (as a set of principles of knowledge and transformation of social reality), which make it possible to give diverse definitions of society and to introduce the concepts of the essence and the role of education. Results. The concept of “educational services” is analysed as a speech template, a way of thinking, a legal concept, a call to changing social practice and a probable project. The authors reveal a conceptual, semantic substitution, which negatively affects the result of the educational process: the meaning of profit has taken the place of the sense of personal development and social long-term viability and development of society. It is demonstrated that this semantic substitution is a natural consequence of the market laws, going beyond the social control, in particular, their semi-legitimate expansion into the sphere of education, which is a significant public good. Scientific novelty. It is proved that an established expression “educational services” in modern discourse contributes to destructive transformations of the citizens’ mentality and social space. The concepts of “service” and “education” are characterised according to a set of the following criteria: a subject of activity, its nature, a recipient role, specificity of the methods of activity, its result (or its goal) and quality assessment. It is concluded that the sectors of service and education can be characterised as joint constructive human activities, but they are fundamentally different activities. Practical significance. The obtained results could be applied to provide purposeful adjustment processes for conceptual management of the education sector.Введение. Развернувшийся в последние годы дискурс о кризисе образования и обострившийся спор о его сущности и роли в развитии человека и культуры в целом обусловили необходимость научного определения смысла современного образования. В дискуссионной и теоретической по характеру статье данный вопрос исследуется в ракурсе актуальной тенденции отнесения образования к сфере услуг. Цель работы состояла в научном обосновании нерелевантности представлений об образовании как о «коммерческой услуге» и обсуждении последствий подобной интерпретации. Методология и методики. Исследование выполнялось на базе метасистемного подхода, позволяющего рассматривать образование как систему в ряду других социальных институтов и структур и как элемент системы большего порядка. Изучение феномена «образовательные услуги» проводилось посредством логико-смыслового анализа, герменевтического метода и синтеза мнений представителей разных гуманитарных наук. Для аргументации собственной позиции авторы использовали процедуру разделения «парадигм социоконструирования» (как совокупности принципов познания и преобразования социальной реальности), из которых логически выводятся разные дефиниции общества, определения сущности и роли образования. Результаты. Концепт «образовательные услуги» проанализирован как речевой шаблон, способ мышления, юридическое понятие, призыв к изменению социальной практики и как вероятный проект. Выявлена негативно влияющая на результаты образования концептуальная, смысловая подмена: смысл извлечения прибыли занял место смысла совершенствования личности и обеспечения долгосрочной жизнеспособности и развития всего общества. Показано, что данная подмена – закономерное следствие выхода рыночных законов за рамки социального контроля, в частности их полулегитимного распространения на сферу образования, являющегося общественно значимым благом. Научная новизна. Доказывается, что закрепившееся в современном дискурсе выражение «образовательные услуги» способствует деструктивным трансформациям менталитета граждан и социального пространства. Услуга и образование охарактеризованы по комплексу критериев: предмет деятельности, ее характер, роль акцептора продукта деятельности, особенности методов деятельности, результат (цель) деятельности и оценка качества. Сделан вывод о том, что сфера услуг и образование – это области совместной конструктивной деятельности людей, имеющие принципиальные различия. Практическая значимость. Полученные результаты позволяют целенаправленно корректировать процессы концептуального управления сферой образования.The present research was carried out with the financial support of the Russian Foundation for Basic Research in the framework of the research project No. 19–013–00373 A “Academic Mobility of Students with Disabilities in the Context of the Transformation of Higher Education”.Исследование выполнено при финансовой поддержке РФФИ в рамках научного проекта № 19–013–00373 А «Академическая мобильность студентов с ограниченными возможностями здоровья и инвалидностью в условиях трансформации высшего образования»

Academic Mobility in Teacher Education

Introduction. Nowadays, it is hard to consider higher education of the 21st century without the global context. The increasing globalisation opens up many opportunities for higher education development, while becoming a challenge to national systems for the training of qualified professionals, including teachers. Thus, the internationalisation of teacher education is currently becoming one of the global trends.The aim of the present research was to investigate the state of involvement of future Russian educators in the processes of academic mobility.Methodology and research methods. The research is based on the theory of internationalisation of education in the conditions of increasing globalisation. In the course of the research, the authors used a mixed toolkit: analysis and generalisation of academic publications, statistical data (the Eurostat working papers and OECD’s reports) and sociological survey. 1714 students of the universities of Siberia took part in the sociological survey.Results and scientific novelty. The analytical reviews of literature revealed the shortage of academic publications on the problems of internationalisation of pedagogical education and the lack of statistics in the Russian Federation on the academic mobility of future teachers. Based on the results of theoretical analysis, the levels of study of academic migration of students of pedagogical specialties were determined – geopolitical, organisational and personally-oriented. A questionnaire has been developed to ascertain the degree of academic mobility of students. This questionnaire includes scanning the portfolio of respondents, finding out their status and motivation to participate in the internationalisation process and academic exchange programmes. The analysis of the results demonstrates the low level of involvement of students of Siberian universities in the academic mobility programmes against the background of their high degree of readiness to study at other universities, including universities abroad. The reasons for non-involvement are identified.Practical significance. The recommendations for changing the critical situation are proposed. It is highlighted that academic mobility should take an important place in both the curriculum of Russian universalities and the individual educational routes. It is necessary to support academic mobility and form a new teacher’s professional identity in the global context.Введение. Полноценное функционирование высшего образования в XXI веке уже невозможно представить вне глобального контекста. Набирающая темпы глобализация, с одной стороны, открывает широкие возможности для развития высшей школы, с другой – является вызовом национальным системам подготовки квалифицированных специалистов, в том числе учителей. Интернационализация педагогического образования сегодня превращается в один из мировых трендов. Целью представленного в статье исследования стало изучение состояния вовлеченности будущих российских педагогических кадров в процессы академической мобильности.Методология и методы. В основу работы была положена теория интернационализации образования в условиях нарастающей глобализации. В ходе изыскания использовался смешанный инструментарий: анализ и обобщение содержания научных источников, статистических данных (документов Евростата, отчетов ОЭСР) и социологический опрос, в котором приняли участие 1714 студентов, обучающихся в университетах Сибири.Результаты и научная новизна. Аналитический обзор литературы позволил констатировать дефицит научных публикаций по проблемам интернационализации педобразования и отсутствие в Российской Федерации статистики об академической мобильности будущих учителей. С опорой на результаты теоретического анализа были определены уровни изучения академической миграции студентов педагогических специальностей – геополитический, организационный и персонально ориентированный. Разработан опросник для выяснения степени активности академической мобильности студентов, предусматривающий сканирование портфолио респондентов, выяснение их готовности и мотивации участия в процессе интернационализации и программах академического обмена. Подведение итогов анкетирования продемонстрировало весьма слабую включенность учащихся сибирских вузов в подобные программы на фоне высоких показателей их заинтересованности и желания обучаться в других вузах, в том числе за рубежом. Обозначены причины вскрытого противоречия. Практическая значимость. Предложены рекомендации по изменению обнаруженной критической ситуации. Подчеркивается, что и в куррикулуме российского университета, и в индивидуальном образовательном маршруте академическая мобильность должна занять подобающее ей важное место. Ее необходимо поддерживать, одновременно формируя новую профессиональную идентичность учителя в глобальном контексте.The research was performed with the fi nan ci al support of the Russian Foundation for Basic Research within the frame work of the re se arch projects № 19-013-00373 A “Academic Mobility of Students with Disabilities in the Conditions of Transformation of Higher Education” and № 18-013-00268 A “Formation of Students’ Research Competencies in the System of Multilevel University Psychological-Pedagogical Education and Advanced Training of Pedagogical Personnel”.Исследование выполнено при финансовой поддержке РФФИ в рамках научных проектов № 19-013-00373 А «Академическая мобильность студентов с ограниченными возможностями здоровья и инвалидностью в условиях трансформации высшего образовании» и № 18-013-00268 А «Формирование исследовательских компетенций обучающихся в системе многоуровневого университетского психолого-педагогического образования и повышения квалификации педагогических кадров»

MEDICINAL FORM OF TNF-α FOR LOCAL ADMINISTRATION

Composite preparation of tumor necrosis factor alpha and rheopolyglukin and polyethylene glycol (TNF-α+PG+PEG) was obtained. The specific activity of the samples was 4,13 х 107 IU/mg. The cytolytic activity of drugs TNF-α+PG+PEG and rhTNF-α did not change after 4 months when stored at 6 °С. Preparation TNF-α+PG+PEG provided a moderately prolonged elevation of TNF-alpha in blood of laboratory mice in contrast to TNF-α when they applied to the skin. The composite preparation did not have toxic, allergic and locally irritating action in experiments on laboratory animals

Фармакокинетика рекомбинантного человеческого фактора некроза опухоли альфа в составе средства доставки

The main problems of using TNF-alpha in antitumor therapy are its rapid degradation in the bloodstream and the limited selectivity of accumulation in the tumor tissue. The SRC VB «Vector» developed a biodegradable molecular construct that provides protection against proteases and ensures targeted delivery of proteins to the tumor tissue. This construct was used to create an antitumor drug containing recombinant human TNF-alpha (rhTNF-alpha).The aim of the study was to analyse rhTNF-alpha pharmacokinetics in the delivery system after a single administration.Materials and methods: the rhTNF-alpha drug carried by the delivery system was intravenously administered to female outbred ICR (СD-1) mice only once at two effective antitumor doses, 2.55 μg and 5.1 μg / 20 g of body weight. The concentration of TNF-alpha in the serum and supernatants of organ homogenates, obtained at different time points after administration, was analysed by immunoenzyme assay.Results: the obtained curves of TNF-alpha concentration in the blood were satisfactorily described by the equation for the twocompartment model without absorption. The rapid phase of elimination from the blood took 0–4 h, the slow one — 4–24 h. The highest specific content of protein was observed in the skin, spleen, and kidneys tissue. The calculation of pharmacokinetic parameters demonstrated that the highest values of tissue availability fT were obtained for the kidneys and skin; the drug was retained for longer periods of time in the kidneys, liver and skin (according to the MRT data). As a rule, complete elimination of the drug was observed by the end of the first day after administration.Conclusions: rhTNF-alpha carried by the delivery system was quickly eliminated from the blood and distributed in the internal organ tissues after a single intravenous administration to mice in the effective doses range. The main organs in which rhTNF-alpha was distributed were skin, kidneys, and spleen. The elimination of the drug from the blood was a two-phase process which was generally over by the end of the first day.Основными проблемами использования фактора некроза опухоли альфа (ФНО-альфа) в противоопухолевой терапии являются его быстрая деградация в кровеносном русле и ограниченная селективность накопления в ткани опухоли. В ФБУН ГНЦ ВБ «Вектор» Роспотребнадзора создана биодеградируемая молекулярная конструкция, обеспечивающая защиту от протеаз и адресную доставку белков в ткань опухоли. На основе этой конструкции разработан противоопухолевый препарат, содержащий рекомбинантный ФНО-альфа человека (рчФНО-альфа). Цель работы: изучить фармакокинетику рчФНО-альфа в средстве доставки при его однократном введении. Материалы и методы: препарат рчФНО-альфа в средстве доставки вводили самкам аутбредных мышей ICR (CD-1) однократно внутривенно в двух эффективных противоопухолевых дозах 2,55 мкг и 5,1 мкг на 20 г массы тела. Концентрацию ФНО-альфа в сыворотке крови и супернатантах гомогенатов органов, взятых в разные сроки после введения, определяли иммуноферментным методом. Результаты: полученные кривые изменения содержания в крови ФНО-альфа удовлетворительно описывались уравнением для двухчастевой модели без всасывания. Быстрая фаза процесса выведения из крови приходилась на период 0–4 ч, медленная — 4–24 ч. Наиболее высоким удельное содержание белка было в ткани кожи, селезенке и почках. Расчет фармакокинетических параметров указал на то, что наиболее высокие значения тканевой доступности fT были установлены для почек и кожи; более длительно (в соответствии с данными MRT) препарат удерживался в почках, печени и коже. Процесс элиминации препарата в основном завершался к концу первых суток после введения. Выводы: рчФНО-альфа в средстве доставки при однократном внутривенном введении мышам в диапазоне эффективных доз быстро элиминировался из крови и распределялся по тканям внутренних органов. Основными органами распределения препарата являлись кожа, почки и селезенка. Процесс элиминации препарата из крови носил двухфазный характер и в основном завершался к концу первых суток

The convergence of the concepts of academic and inclusive excellence at research universities

Introduction. In the 21st century, there is an active involvement of universities in inclusive processes; however, against the backdrop of increasing diversity, new types of inequality arise in higher education. The processes of transformation of organisational cultures in universities and their research agenda under the influence of inclusion need to be studied.The aim of the present research was to analyse the convergence of concepts of academic and inclusive excellence in foreign universities of the world level, the impact of convergence on their missions, the values expressed in official strategies, the research agenda and the infrastructure of scientific collaborations.Methodology and research methods. The authors conducted a content analysis of three strategies of world-class University associations (the Association of American Colleges and Universities, the Association of Universities in Canada, the League of European Research Universities), nine strategies for the development of universities in the USA and Canada, the European Union, and Australia. A scientometric analysis of Web of Science metadata was performed using the VOSViewer software.Results and scientific novelty. The current research confirms the convergence of values of academic excellence and inclusion in research universities. It is revealed that the concept of inclusive excellence of the university is an enriched version of its academic excellence and denotes a set of university strategies and practices aimed at achieving the best results in training, research and services through maintaining diversity and inclusive processes. The world's leading universities are actively involved in the process of creating an inclusive friendly environment and services, which are accessible to all members of the educational process, regardless of their social status and development characteristics. When universities reach academic heights, they recognise inclusion as the next level of their development. In turn, inclusion becomes a factor in the movement of the university towards academic excellence. The key characteristics and contradictions of the convergence of the concepts of inclusive and academic excellence of universities are identified. The local models of inclusive excellence of universities and the contexts, which influence these models, are described. The gaps between educational policies and research agendas of leading universities are revealed. The clusters of international studies on inclusive processes in higher education are highlighted.Practical significance. Russian universities, which implement the federal programme for improvement of international competitiveness based on the values of academic excellence, are developing in accordance with global trends. Therefore, the model of inclusive excellence of the university can be used in practical terms to implement inclusive strategies and overcome social inequality both at the university and outside of it within the framework of a new educational initiative of Russia on academic leadership.Введение. В XXI веке, с одной стороны, наблюдается активное включение университетов в инклюзивные процессы, с другой - в системе высшего образования на фоне нарастающего разнообразия возникают новые виды неравенства. Процессы трансформации организационных культур университетов и их исследовательской повестки под влиянием инклюзии нуждаются в изучении.Целью представленного в публикации изыскания является анализ конвергенции концепций академического и инклюзивного совершенства в зарубежных университетах мирового уровня, установление влияния данной конвергенции на их миссии, ценности, выраженные в официальных стратегиях, на исследовательскую повестку и инфраструктуру научных коллабораций.Методология, методы и методики. Проведен контент-анализ трех стратегий ассоциаций университетов мирового уровня (Ассоциация американских колледжей и университетов, Ассоциация университетов Канады, Лига европейских исследовательских университетов), девяти стратегий развития университетов США и Канады, Евросоюза, Австралии. При помощи программного обеспечения VOSViewer осуществлен наукометрический анализ метаданных Web of Science.Результаты и научная новизна. Исследование подтвердило конвергенцию ценностей академического превосходства и инклюзии в исследовательских университетах. Продемонстрировано, что концепция инклюзивного совершенства университета представляет собой обогащенную версию его академического совершенства и обозначает совокупность стратегий и практик вуза, направленных на достижение наилучших результатов в обучении, исследованиях и сервисе через поддержание разнообразия и инклюзивных процессов. Ведущие университеты мира активно включились в процесс формирования инклюзивной дружественной среды и услуг, доступных для всех субъектов образовательного процесса вне зависимости от их социального статуса и особенностей развития. Когда вузы достигают академических вершин, они осознают инклюзию как следующий уровень своего развития. В свою очередь, инклюзия становится фактором движения университета к академическому совершенству. Определены ключевые характеристики и противоречия конвергенции концепций инклюзивного и академического совершенства университетов. Описаны локальные модели инклюзивного совершенства учебных организаций высшей школы и контексты, влияющие на эти модели. Обозначены разрывы между образовательными политиками и исследовательскими повестками ведущих университетов. Выявлены кластеры международных исследований, посвященных инклюзивным процессам в высшем образовании. Практическая значимость. Российские вузы, реализующие федеральную программу повышения международной конкурентоспособности на основе ценностей академического совершенства, развиваются в соответствии с глобальными трендами, поэтому модель инклюзивного совершенства университета может быть использована в практическом плане для внедрения инклюзивных стратегий и преодоления социального неравенства как внутри учебного заведения, так и за его пределами в рамках новой образовательной инициативы России по академическому лидерству.The research was carried out with the financial support of the Russian Foundation for Basic Research (RFBR) in the framework of the research project No. 19-013-00373 А “Academic Mobility of Students with Disabilities in the Conditions of Higher Education Transformation”.Исследование выполнено при финансовой поддержке РФФИ в рамках научного проекта 19-013-00373 А «Академическая мобильность студентов с ограниченными возможностями здоровья и инвалидностью в условиях трансформации высшего образования»

The Idea of Education: Development or Service Delivery?

Introduction. In recent years, the debates over the education crisis, its essence and the role in the development of a person and culture in general have underlined the need to scientifically define the concept of modern education. The present article is debatable and theoretical; therefore, it explores the idea of education from the perspective of the current trend – the classification of education as a service sector.The aim of the article is to scientifically justify irrelevance of the ideas of education as a “commercial service” through the discussion of consequences of such an interpretation.Methodology and research methods. The research methodology is based on a meta-systemic approach, which allows us to consider education as the system in a number of other social institutes and structures and as an element of a larger system. The logical-semantic analysis, hermeneutic method and synthesis of the views among the representatives in the filed of the humanities were used to study the phenomenon of “educational services”. To determine own position, the authors of the present article used the procedure of separating “social construction paradigms” (as a set of principles of knowledge and transformation of social reality), which make it possible to give diverse definitions of society and to introduce the concepts of the essence and the role of education.Results. The concept of “educational services” is analysed as a speech template, a way of thinking, a legal concept, a call to changing social practice and a probable project. The authors reveal a conceptual, semantic substitution, which negatively affects the result of the educational process: the meaning of profit has taken the place of the sense of personal development and social long-term viability and development of society. It is demonstrated that this semantic substitution is a natural consequence of the market laws, going beyond the social control, in particular, their semi-legitimate expansion into the sphere of education, which is a significant public good.Scientific novelty. It is proved that an established expression “educational services” in modern discourse contributes to destructive transformations of the citizens’ mentality and social space. The concepts of “service” and “education” are characterised according to a set of the following criteria: a subject of activity, its nature, a recipient role, specificity of the methods of activity, its result (or its goal) and quality assessment. It is concluded that the sectors of service and education can be characterised as joint constructive human activities, but they are fundamentally different activities.Practical significance. The obtained results could be applied to provide purposeful adjustment processes for conceptual management of the education sector

Academic Mobility in Teacher Education

Introduction. Nowadays, it is hard to consider higher education of the 21st century without the global context. The increasing globalisation opens up many opportunities for higher education development, while becoming a challenge to national systems for the training of qualified professionals, including teachers. Thus, the internationalisation of teacher education is currently becoming one of the global trends.The aim of the present research was to investigate the state of involvement of future Russian educators in the processes of academic mobility.Methodology and research methods. The research is based on the theory of internationalisation of education in the conditions of increasing globalisation. In the course of the research, the authors used a mixed toolkit: analysis and generalisation of academic publications, statistical data (the Eurostat working papers and OECD’s reports) and sociological survey. 1714 students of the universities of Siberia took part in the sociological survey.Results and scientific novelty. The analytical reviews of literature revealed the shortage of academic publications on the problems of internationalisation of pedagogical education and the lack of statistics in the Russian Federation on the academic mobility of future teachers. Based on the results of theoretical analysis, the levels of study of academic migration of students of pedagogical specialties were determined – geopolitical, organisational and personally-oriented. A questionnaire has been developed to ascertain the degree of academic mobility of students. This questionnaire includes scanning the portfolio of respondents, finding out their status and motivation to participate in the internationalisation process and academic exchange programmes. The analysis of the results demonstrates the low level of involvement of students of Siberian universities in the academic mobility programmes against the background of their high degree of readiness to study at other universities, including universities abroad. The reasons for non-involvement are identified.Practical significance. The recommendations for changing the critical situation are proposed. It is highlighted that academic mobility should take an important place in both the curriculum of Russian universalities and the individual educational routes. It is necessary to support academic mobility and form a new teacher’s professional identity in the global context