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  • https://doi.org/10.17506/18179568_2024_21_4_60Copy DOI Icon

Стратегическое партнерство России и Китая в сфере образования как фактор роста мягкой силы ШОС и БРИКС

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Abstract

The primary objectives of this article are to demonstrate that strengthening of the strategic partnership between Russia and China in the fi eld of education serves as a crucial instrument for enhancing the soft power of intergovernmental organizations such as the Shanghai Cooperation Organization (the SCO) and the BRICS alliance (comprising Brazil, Russia, India, China, and South Africa). This study formulates key tasks that need to be addressed in the near future; it examines basic theoretical approaches to studying soft power in Russian-Chinese educational cooperation, and framework documents from the SCO and BRICS covering both issues of education and intergovernmental relations. In addition to that, the study further investigates the activities related to academic exchanges, educational integration, and inter-university programs, implemented within strategic educational projects of both the SCO and BRICS; it carries out an analysis of a new university ranking initiated by BRICS, which is based on the “Mission of the Three Universities” project. The main tasks identifi ed for strengthening the strategic partnership in the educational sphere between the SCO and BRICS members include: 1) the continuation of theoretical research aimed at developing a concept for enhancing the educational soft power of the SCO and BRICS member countries; 2) given the emergence of a new geopolitical landscape marked by intensifi ed competition between “the collective West” and those advocating for a multipolar world, special attention should be given to developing alternative soft power rating models for the SCO and BRICS states; and 3) one of the primary strategic directions for coordinating the SCO and BRICS activities should be the establishment of a unifi ed informational and digital system for both alliances. The methodologies employed in this research include a comparative approach, axiological approach, content analysis, classifi cation and ranking methods, and forecasting methods.

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