emr Управление образованием: теория и практика Education Management Review 2311-2174 Индивидуальный предприниматель Подколзин М.М. 3517 HLPLDA 10.25726/r8535-4589-1927-m МЕЖДУНАРОДНЫЙ ОПЫТ УПРАВЛЕНИЯ УЧРЕЖДЕНИЯМИ ОБРАЗОВАНИЯ Критерии отбора и пути внедрения высококачественных зарубежных образовательных ресурсов при российско-китайском совместном обучении Criteria for selection and pathways for implementing high-quality foreign educational resources in Sino-Russian joint education Фэн Мэнюань Feng Mengyuan fmyyyf@gmail.com Институт социально-гуманитарного образования; Московский педагогический государственный университет, 109004, Москва, улица Земляной Вал, дом 73 Institute of Social and Humanitarian Education; Moscow State Pedagogical University, 109004, Moscow, 73 Zemlyanoy Val Street 30 10 2026 16 10 336 343 01 08 2026 © 2026 Управление образованием: теория и практика © 2026 Education Management Review 2026 Управление образованием: теория и практика Education Management Review Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial-NoDerivatives» («Атрибуция — Некоммерческое использование — Без производных произведений») 4.0 Всемирная. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Метаданные настоящей записи распространяются на условиях Creative Commons CC0 1.0 (передача в общественное достояние). The metadata of this record are distributed under the Creative Commons CC0 1.0 Universal Public Domain Dedication.

Привлечение качественных зарубежных образовательных ресурсов – основа развития российско-китайского совместного образования. Несмотря на расширение масштабов программ, существуют проблемы: нечеткость понятий, отсутствие единых критериев отбора, слабая интеграция и низкая эффективность трансформации ресурсов. На примере двух институтов (Института Синьли и Университета МГУ в Шэньчжэне) автор уточняет сущность трансграничных ресурсов, формирует систему критериев отбора и анализирует трудности их внедрения в Китае. Предложен интегрированный механизм импорта и адаптации ресурсов по пяти направлениям, что способствует оптимизации партнерства и преобразованию внешних активов во внутренний потенциал университетов КНР. В работе сопоставлены теоретические положения российских и китайских исследователей и предложена унифицированная дефиниция понятия «высококачественные образовательные ресурсы России», применяемого в двусторонних совместных проектах, а также выделены пять признаков таких ресурсов. Система отбора включает четыре группы взаимосвязанных критериев: рейтинговый статус российского вуза-соучредителя, квалификационные требования к российским преподавателям, состав заимствуемых учебных программ и практическую ценность заимствований. Пятиэтапная циклическая модель охватывает работу централизованной экспертной коллегии, локальную доработку программ, смешанную модель кадровой ротации, сопряжение учебного процесса с исследовательской деятельностью и гибкий мониторинг с выведением нерезультативных ресурсов.

The introduction of high-quality foreign educational resources serves as the foundation for the development of Sino-Russian joint education programs. Despite the expanding scale of such initiatives, several challenges persist, including conceptual ambiguities, the absence of unified selection criteria, weak integration mechanisms, and low efficiency in resource transformation. Taking two institutes – the Xinli Institute and Shenzhen MSU-BIT University – as case studies, this paper clarifies the essence of cross-border educational resources, establishes a systematic framework for their selection, and analyzes the difficulties encountered during their implementation in China. Furthermore, an integrated mechanism for the importation and adaptation of these resources within a five-stage closed-loop model is proposed. This approach aims to optimize partnership collaboration and facilitate the conversion of external assets into the internal potential of Chinese universities. The paper compares the theoretical positions of Russian and Chinese researchers and proposes a unified definition of high-quality Russian educational resources applied in bilateral joint projects, along with five attributes of such resources. The selection framework comprises four interrelated groups of criteria: the ranking status of the Russian co-founding university, qualification requirements for Russian teaching staff, the composition of the transferred curricula, and the practical value of the transfer. The five-stage model covers the work of a centralized expert board, local adaptation of programs, a blended model of staff rotation, the linkage of teaching with research, and flexible monitoring with the withdrawal of ineffective resources.

 российско-китайское совместное образование высококачественные образовательные ресурсы импорт учебных ресурсов строительство университетских дисциплин подготовка интернациональных специалистов Sino-Russian joint education high-quality educational resources import of educational resources university discipline construction cultivation of international professionals Авторы не заявили о внешнем финансировании исследования. The authors did not declare any external funding for this research. metadata-license CC0 1.0 Список литературы Ковалева Н.Н. Правовое регулирование методов обеспечения качества образовательных ресурсов // Юридический вестник Дагестанского государственного университета. 2017. № 3. С. 7-12. Осадчий Э.А., Касимова Т.Е. Ресурсы образовательной организации // Молодой ученый. 2022. Выпуск 27 (422). С. 233-234. Пашкова А.Ю. 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