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DOI: 10.15862/38KLSK226 (https://doi.org/10.15862/38KLSK226)

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Davydova E.P. [Education in the context of technological sovereignty: in search of a new model of knowledge production] World of Science. Series: Sociology, Philology, Cultural Studies, 2026, Vol. 17, No. 2. Available at: https://sfk-mn.ru/PDF/38KLSK226.pdf (in Russian). DOI: 10.15862/38KLSK226

Education in the context of technological sovereignty: in search of a new model of knowledge production

Davydova Ekaterina Pavlovna
Don State Technical University, Rostov-on-Don, Russia
E-mail: katrindavidova@mail.ru
ORCID: https://orcid.org/0000-0002-0309-0190
RSCI: https://elibrary.ru/author_profile.asp?id=765028

Abstract. The article substantiates the need to change the knowledge production model in the Russian higher education system in the context of achieving technological sovereignty. The relevance of the study is driven by the trend towards the «rollback of globalism», the nationalization of technological standards, and the need to train specialists capable of developing critical technologies. The aim of the article is to identify the contours of a new knowledge production model that would meet the challenges of technological sovereignty.

The objectives of the study are as follows:

1. To analyze the challenges posed by technological sovereignty in the educational context.
2. To identify systemic issues within higher education and the broader educational system.
3. To review current concepts of knowledge production.
4. To outline the contours of a new model.

The theoretical and methodological framework of the study comprises the cultural-activity approach (L.S. Vygotsky, A.N. Leontiev) and M. Gibbons’ concept of «knowledge production». The empirical part of the study consists of a comparative analysis of two leading Russian university rankings — Interfax and RAEX (2023–2025).

The study reveals systemic problems of higher education: staff shortages, declining student motivation, a deficit of up-to-date teaching methods, and a gap between the traditional reward system and the need to form «self-developing intelligence». The comparative analysis of the two rankings conducted by the author identified differences in the assessment systems of university success: RAEX is focused on employment and industry needs, while Interfax focuses on research activities and international integration.

As a solution, a hybrid model of knowledge production is proposed, combining the advantages of the two modes (Mode 1 and Mode 2 according to Gibbons). It is concluded that such a model is capable of ensuring the training of specialists working towards the technological sovereignty of the state.

Keywords: technological sovereignty; knowledge production model; hybrid model

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