The article examines foreign policy aspects of the Russian Federation’s (hereinafter referred to as Russia) modern scientific and educational policy as well as socio-humanitarian and politico-economic factors influencing integration processes in the scientific and educational sphere. SWOT (strengths, weaknesses, opportunities, threats) analysis of the potential of the scientific and educational sphere within the integration model of the Eurasian Economic Union (hereinafter referred to as EAEU) has been conducted. The relevance of the study is dictated by the need for a comprehensive analysis of qualitatively new approaches that Russian state policy has been implementing since 2022 to stimulate integration processes in the scientific and educational sphere. The object is the EAEU integration space. The subject is the scientific and educational sphere of interaction within the integration platform. The aims are to identify the current state of cooperation in the scientific and educational sphere and assess its development prospects, based on the transformation of the Russian state policy in this area since 2022. The methodological framework includes systematic, historical methods, neo-institutional approach, content and SWOT analysis. The scientific novelty lies in the consideration of integration processes not as an autonomous phenomenon, but as a direct consequence and institutional response to the transformation of the Russian state policy. The initiatives discussed indicate the establishment by Russia of a new scientific and educational ecosystem – a model of centripetal integration, which is proposed to partners as a systematic standard that creates norms and offers its own infrastructure. A trend has been identified towards the modernization of foreign scientific and educational organisations by the Russian side and creation of model attraction centres based on them within the policy of building a unified scientific and educational space among EAEU countries. According to the conclusion, the strengths and opportunities are comparable to the weaknesses and threats, with the negative factors exhibiting greater specificity and occasional practical realisation, while some of them are of a permanent nature. The EAEU integration potential in the scientific and educational sphere relies on a historical and cultural foundation, but requires overcoming institutional barriers. Primary measures for harmonising national systems to transition to a unified supranational personnel training system are proposed, based on the logic of delineating international and constitutional-legal foundations of cooperation.
Viktoriya Denisenko (Fri,) studied this question.