This article’s purpose is to identify the role and nature of BRICS countries’ interaction in science and education in the context of world order transformation. We propose to understand international scientific and educational interaction as a set of measures that imply joint activities of countries in the field of science and education. The article considers the concepts of global, regional and transregional centers of power, includes the results of a comparison of the semantic content of the categories of polycentricity and multipolarity. A historical reconstruction of BRICS shaping and strengthening on the global stage is presented. Five cases of BRICS countries (Brazil, Russia, India, China, South Africa) were studied using such methods as discourse analysis, qualitative content analysis and statistical data analysis to reveal the views of the heads of these states on the modern world order, the features of the transformation of their priorities in the field of international scientific and educational interactions and the dynamics of quantitative indicators linked with science and education. The article also considers the areas of scientific and educational dialogue within BRICS international association. Study results show that the interactions implemented by the BRICS countries as transregional centers of power contribute to the preservation of the trend of world order transformation according to the polycentric variant, provide the basis for the scientific, provide the ground for further theoretical and practical rationales for the concept of a polycentric world order.
Alexandra Yakovleva (Thu,) studied this question.