The Internationalization of Higher Education in Russia and China as a Tool of "Soft Power": A Comparative Analysis

The article is dedicated to a comparative analysis of the policies of higher education internationalization in Russia and China in the context of using education as a tool of "soft power" and humanitarian influence in international relations. The focus is on the role of educational cooperation, academic mobility, the promotion of national languages and cultures, as well as the institutional mechanisms that ensure the presence of the two states in the global educational space. The research considers higher education not only as a social institution but also as an element of foreign policy strategy that contributes to the formation of loyal foreign elites, the expansion of scientific and cultural ties, and the strengthening of the international authority of states. Special attention is given to analyzing how historical experience, geopolitical position, and models of national development determine the specifics of Russia's and China's approaches to the internationalization of the educational sphere, as well as how these processes relate to the tasks of regional integration and global positioning. Comparative, neo-institutional, and systemic approaches are used, along with concepts from the theory of "soft power," public diplomacy, and cultural diplomacy to analyze the educational policies of the two states. The scientific novelty of the research lies in the comprehensive comparison of the Russian and Chinese models of higher education internationalization as elements of foreign policy strategy, rather than merely as directions of educational reform. The study shows that while the tools used—such as attracting foreign students, developing academic mobility, creating foreign educational infrastructure, and promoting national languages—are similar, the functional orientation of these mechanisms differs significantly. The Russian model of internationalization is more focused on preserving the historical, cultural, and linguistic space, primarily in the post-Soviet region, and serves an integration and cultural-diplomatic function. The Chinese model is characterized by a higher degree of systematicity, significant state investments, and a close connection between educational policy and the tasks of economic modernization and global influence expansion, including within the framework of major international initiatives. It is concluded that the internationalization of higher education in China is integrated into a long-term project of national revival and the formation of scientific and technological leadership, whereas in Russia, it serves as an important but predominantly regionally-oriented resource of "soft power."