<?xml version="1.0" encoding="UTF-8"?>
<!DOCTYPE article PUBLIC "-//NLM//DTD JATS (Z39.96) Journal Publishing DTD v1.3 20210610//EN" "JATS-journalpublishing1-3.dtd">
<article article-type="research-article" dtd-version="1.3" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xml:lang="ru"><front><journal-meta><journal-id journal-id-type="publisher-id">msuecon</journal-id><journal-title-group><journal-title xml:lang="ru">Вестник Московского университета. Серия 6. Экономика</journal-title><trans-title-group xml:lang="en"><trans-title>Lomonosov Economics Journal</trans-title></trans-title-group></journal-title-group><issn pub-type="ppub">0130-0105</issn><publisher><publisher-name>MSUPRESS</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.55959/MSU0130-0105-6-58-3-6</article-id><article-id custom-type="elpub" pub-id-type="custom">msuecon-981</article-id><article-categories><subj-group subj-group-type="heading"><subject>Research Article</subject></subj-group><subj-group subj-group-type="section-heading" xml:lang="ru"><subject>ОТРАСЛЕВАЯ И РЕГИОНАЛЬНАЯ ЭКОНОМИКА</subject></subj-group><subj-group subj-group-type="section-heading" xml:lang="en"><subject>BRANCH AND REGIONAL ECONOMY</subject></subj-group></article-categories><title-group><article-title>Развитие STEAM-образования как способ адаптации экономики России к внешним шокам</article-title><trans-title-group xml:lang="en"><trans-title>STEAM-education as a means to adapt Russian economy to external shocks</trans-title></trans-title-group></title-group><contrib-group><contrib contrib-type="author" corresp="yes"><contrib-id contrib-id-type="orcid">https://orcid.org/0000-0002-6839-8647</contrib-id><name-alternatives><name name-style="eastern" xml:lang="ru"><surname>Семенова</surname><given-names>Р. И.</given-names></name><name name-style="western" xml:lang="en"><surname>Semenova</surname><given-names>R. I.</given-names></name></name-alternatives><bio xml:lang="ru"><p>Семенова Роза Игоревна — научный сотрудник, Центр экономической географии и регионалистики</p><p>Москва</p></bio><bio xml:lang="en"><p>Moscow</p></bio><email xlink:type="simple">semenova-ri@ranepa.ru</email><xref ref-type="aff" rid="aff-1"/></contrib><contrib contrib-type="author" corresp="yes"><contrib-id contrib-id-type="orcid">https://orcid.org/0000-0003-1283-0362</contrib-id><name-alternatives><name name-style="eastern" xml:lang="ru"><surname>Земцов</surname><given-names>С. П.</given-names></name><name name-style="western" xml:lang="en"><surname>Zemtsov</surname><given-names>S. P.</given-names></name></name-alternatives><bio xml:lang="ru"><p>Земцов Степан Петрович — к.геогр.н., директор, Центр экономической географии и регионалистики</p><p>Москва</p></bio><bio xml:lang="en"><p>Moscow</p></bio><email xlink:type="simple">zemtsov@ranepa.ru</email><xref ref-type="aff" rid="aff-1"/></contrib><contrib contrib-type="author" corresp="yes"><contrib-id contrib-id-type="orcid">https://orcid.org/0000-0003-0534-8367</contrib-id><name-alternatives><name name-style="eastern" xml:lang="ru"><surname>Петряева</surname><given-names>А. В.</given-names></name><name name-style="western" xml:lang="en"><surname>Petryaeva</surname><given-names>A. V.</given-names></name></name-alternatives><bio xml:lang="ru"><p>Петряева Анастасия Вячеславовна — менеджер образовательных проектов</p><p>Москва</p></bio><bio xml:lang="en"><p>Moscow</p></bio><email xlink:type="simple">a.petryaeva@geekbrains.ru</email><xref ref-type="aff" rid="aff-2"/></contrib></contrib-group><aff-alternatives id="aff-1"><aff xml:lang="ru"><institution>Российская академия народного хозяйства и государственной службы при Президенте РФ</institution><country>Россия</country></aff><aff xml:lang="en"><institution>RANEPA</institution><country>Russian Federation</country></aff></aff-alternatives><aff-alternatives id="aff-2"><aff xml:lang="ru"><institution>GeekBrains</institution><country>Россия</country></aff><aff xml:lang="en"><institution>GeekBrains</institution><country>Russian Federation</country></aff></aff-alternatives><pub-date pub-type="collection"><year>2023</year></pub-date><pub-date pub-type="epub"><day>12</day><month>03</month><year>2023</year></pub-date><volume>58</volume><issue>3</issue><fpage>108</fpage><lpage>136</lpage><permissions><copyright-statement>Copyright &amp;#x00A9; Семенова Р.И., Земцов С.П., Петряева А.В., 2023</copyright-statement><copyright-year>2023</copyright-year><copyright-holder xml:lang="ru">Семенова Р.И., Земцов С.П., Петряева А.В.</copyright-holder><copyright-holder xml:lang="en">Semenova R.I., Zemtsov S.P., Petryaeva A.V.</copyright-holder><license xml:lang="ru" license-type="creative-commons-attribution" xlink:href="https://creativecommons.org/licenses/by/4.0/" xlink:type="simple"><license-p>Данная работа распространяется под лицензией Creative Commons Attribution 4.0.</license-p></license><license xml:lang="en" license-type="creative-commons-attribution" xlink:href="https://creativecommons.org/licenses/by/4.0/" xlink:type="simple"><license-p>This work is licensed under a Creative Commons Attribution 4.0 License.</license-p></license></permissions><self-uri xlink:href="https://msuecon.elpub.ru/jour/article/view/981">https://msuecon.elpub.ru/jour/article/view/981</self-uri><abstract><p>Сфера STEAM (естественные науки, технологии, инженерия, искусства и математика) — одна из наиболее быстрорастущих сфер образования и науки, а соответствующие специалисты заняты в высокотехнологичных отраслях и креативных индустриях, определяющих будущее мировой экономики. В статье впервые представлен подробный анализ развития данной сферы на основе авторской методики как в целом по России, так и в разрезе регионов. В России более полумиллиона человек ежегодно принимается на STEAM-направления подготовки по программам высшего образования. Вразрез общероссийским тенденциям сокращения численности студентов набор на эти программы устойчиво рос. По последним данным около 36% выпускников вузов в России имеют специальность в рамках STEAM; для сравнения в Южной Корее, Сингапуре и Германии эта доля выше 45%. Наибольшая доля специалистов готовится в основных университетских центрах: Томской области, Санкт-Петербурге и Москве. При этом число STEAM-выпускников за последние годы снизилось в 41 российском регионе, а в 2022 г. риски для сферы STEAM в России заметно выросли: наблюдается миграционный отток наиболее квалифицированных кадров, сокращается внутренний спрос на них. За полгода (с февраля по август 2022 г.) общее число вакансий на российском рынке труда снизилось на 9%, при этом STEM — на 23% (IT — на 32,5%). Это может сказаться на долгосрочном научно-технологическом развитии страны: наши эконометрические расчеты показывают значимость STEAM для создания стартапов, повышения публикационной и изобретательской активности. В статье предложены некоторые меры по развитию STEAM как инструмента долгосрочного развития и способа адаптации страны к внешним шокам.</p></abstract><trans-abstract xml:lang="en"><p>The field of STEAM (Science, Technology, Engineering, Arts and Mathematics) is one of the most promising in education, and these professionals are employed in high-tech and creative industries that determine the future of global economy. The paper presents a detailed analysis of this sphere based on original approaches, both in the Russian Federation at large and in its regions. In Russia more than half a million people are annually admitted to STEAM training courses for higher education programs. Contrary to the all-Russian trend of reducing the number of students, enrollment for these programs has been steadily growing. According to the latest data, about 36% of university graduates in Russia have a specialty within STEAM. For comparison, this share in South Korea, Singapore, and Germany is above 45%. The largest share of specialists is trained in Tomsk region, St. Petersburg, and Moscow. At the same time, the number of STEAM graduates decreased in 41 Russian regions. In 2022, the risks for STEAM industry in Russia increased markedly: there is a migration outflow of most qualified personnel, with declining domestic demand for them. Over six months from February to August 2022, the total number of vacancies in the Russian labor market decreased by 9%, while STEM — by 23% (IT — by 32.5%). This may affect the long-term scientific and technological development of the country: our calculations show the importance of STEAM for creating start-ups, increasing publication and innovative activity. The article concludes with some measures for developing STEAM as a tool for long-term development and a way to adapt the country to external shocks.</p></trans-abstract><kwd-group xml:lang="ru"><kwd>STEM</kwd><kwd>высшее образование</kwd><kwd>творческие профессии</kwd><kwd>рынок труда</kwd><kwd>регионы России</kwd><kwd>инновации</kwd><kwd>информационные технологии</kwd><kwd>технологический суверенитет</kwd></kwd-group><kwd-group xml:lang="en"><kwd>STEM</kwd><kwd>higher education</kwd><kwd>creative professions</kwd><kwd>labor market</kwd><kwd>Russian regions</kwd><kwd>innovations</kwd><kwd>information technologies</kwd><kwd>technological sovereignty</kwd></kwd-group><funding-group><funding-statement xml:lang="ru">Статья выполнена в рамках государственного задания РАНХиГС.</funding-statement><funding-statement xml:lang="en">The article is executed within the framework of the RANEPA state task.</funding-statement></funding-group></article-meta></front><back><ref-list><title>References</title><ref id="cit1"><label>1</label><citation-alternatives><mixed-citation xml:lang="ru">АИРР-мониторинг. (2021). Мониторинг развития «STEAM/РИТМ» — образования в регионах АИРР. Ассоциация инновационных регионов России. https://i-regions.org/reiting/monitoring-razvitiya-steam-ritm-obrazovaniya-v-regionakh-airr/</mixed-citation><mixed-citation xml:lang="en">AIRR monitoring (2021). Monitoring the development of STEAM-education in the regions of AIRR. Association of Innovative Regions of Russia. URL: https://i-regions.org/reiting/monitoring-razvitiya-steam-ritm-obrazovaniya-v-regionakh-airr/</mixed-citation></citation-alternatives></ref><ref id="cit2"><label>2</label><citation-alternatives><mixed-citation xml:lang="ru">АИРР-рейтинг. (2021). Рейтинг регионов по доступности кадров для инновационной экономики (STEM). Ассоциация инновационных регионов России.https://i-regions.org/reiting/ezhemesyachnyy-reyting-regionov-po-dostupnosti-kadrov-dlya-innovatsionnoy-ekonomiki/</mixed-citation><mixed-citation xml:lang="en">AIRR rating (2021). Rating of regions by the availability of personnel for the innovative economy (STEM). Association of Innovative Regions of Russia. https://i-regions.org/reiting/ezhemesyachnyy-reyting-regionov-po-dostupnosti-kadrov-dlya-innovatsionnoy-ekonomiki/</mixed-citation></citation-alternatives></ref><ref id="cit3"><label>3</label><citation-alternatives><mixed-citation xml:lang="ru">Анисимова, Т. И., Сабирова, Ф. М., &amp; Шатунова О. В. (2019). Подготовка педагогов для STEAM-образования. Высшее образование сегодня, 6, 31–35. https://doi.org/10.25586/RNU.HET.19.06.P.31</mixed-citation><mixed-citation xml:lang="en">Anisimova, T. I., Sabirova, F. M., &amp; Shatunova O. V. (2019). Training of teachers for STEAM-education. Higher Education Today, 6, 31–35. https://doi.org/10.3390/educsci12020087</mixed-citation></citation-alternatives></ref><ref id="cit4"><label>4</label><citation-alternatives><mixed-citation xml:lang="ru">Земцов, С. П., Баринова, В. А., &amp; Семенова, Р. И. (2019). Риски цифровизации и адаптация региональных рынков труда в России. Форсайт, 13(2), 4–96. https://doi.org/10.17323/2500-2597.2019.2.84.96</mixed-citation><mixed-citation xml:lang="en">Zemtsov, S. P., Barinova, V. A., &amp; Semenova, R. I. (2019). Risks of digitalization and adaptation of regional labor markets in Russia. Foresight, 13(2), 4–96. https://doi.org/10.17323/2500-2597.2019.2.84.96</mixed-citation></citation-alternatives></ref><ref id="cit5"><label>5</label><citation-alternatives><mixed-citation xml:lang="ru">Зоргнер, А. (2017). Автоматизация рабочих мест: угроза для занятости или источник предпринимательских возможностей? Форсайт, 11(3), 37–48. https://doi.org/10.17323/2500-2597.2017.3.37.48</mixed-citation><mixed-citation xml:lang="en">Zorgner, A. (2017). Workplace Automation: A Threat to Employment or a Source of Entrepreneurial Opportunity? Foresight, 11(3), 37–48. https://doi.org/10.17323/2500-2597.2017.3.37.48</mixed-citation></citation-alternatives></ref><ref id="cit6"><label>6</label><citation-alternatives><mixed-citation xml:lang="ru">Кудрин, А. Л., Мау, В. А., Радыгин, А. Д., &amp; Синельников-Мурылев, С. Г. (ред.). (2022). Российская экономика в 2021 году. Тенденции и перспективы. (Вып. 43). М.: Изд-во Ин-та Гайдара.</mixed-citation><mixed-citation xml:lang="en">Kudrin, A., Radygin, A., &amp; Sinelnikov-Murylev, S. (ed.). (2022). Russian Economy in 2021. Trends and Outlooks. (Issue 43). Gaidar Institute Publishers. ISBN 978-5-93255-636-8</mixed-citation></citation-alternatives></ref><ref id="cit7"><label>7</label><citation-alternatives><mixed-citation xml:lang="ru">Ляшок, В. Ю. (2022). Санкции и российский рынок труда: эффект пока неочевиден. Экономическое развитие России, 29(8), 50–55.</mixed-citation><mixed-citation xml:lang="en">Lyashok, V. Yu. (2022). Sanctions and the Russian labor market: the eff ect is not yet obvious. Economic Development of Russia, 29(8), 50–55.</mixed-citation></citation-alternatives></ref><ref id="cit8"><label>8</label><citation-alternatives><mixed-citation xml:lang="ru">Семенова, Р. И., Земцов, С. П., &amp; Полякова, П. Н. (2019). STEAM-образование и занятость в информационных технологиях как факторы адаптации к цифровой трансформации экономики в регионах России. Инновации, 10(252), 58–70. https://doi.org/10.26310/2071-3010.2019.252.10.006</mixed-citation><mixed-citation xml:lang="en">Semenova, R. I., Zemtsov, S. P., &amp; Polyakova, P. N. (2019). STEAM education and employment in information technology as factors of adaptation to the digital transformation of the economy in the regions of Russia. Innovations, 10(252), 58–70. https://doi.org/10.26310/2071-3010.2019.252.10.006</mixed-citation></citation-alternatives></ref><ref id="cit9"><label>9</label><citation-alternatives><mixed-citation xml:lang="ru">Сычева, К. Г. (2022). Поддержка цифровизации импортозамещения России в санкционном контексте. Вестник Московского университета. Серия 6. Экономика, (3), 142–159. https://doi.org/10.38050/01300105202238</mixed-citation><mixed-citation xml:lang="en">Sycheva, K. G. (2022). Support for the digitalization of Russia’s import substitution in the context of sanctions. Moscow University Economics Bulletin, 6(3), 142–159. https://doi.org/10.38050/01300105202238</mixed-citation></citation-alternatives></ref><ref id="cit10"><label>10</label><citation-alternatives><mixed-citation xml:lang="ru">Akhmetshin, E. M. et al. (2018). The infl uence of innovation on social and economic development of the Russian region. European Research Studies, 21, 767–776.</mixed-citation><mixed-citation xml:lang="en">Akhmetshin, E. M. et al. (2018). The infl uence of innovation on social and economic development of the Russian region. European Research Studies, 21, 767–776.</mixed-citation></citation-alternatives></ref><ref id="cit11"><label>11</label><citation-alternatives><mixed-citation xml:lang="ru">Barinova, V., Rochhia, S., &amp; Zemtsov, S. (2022). Attracting highly skilled migrants to the Russian regions. Regional Science Policy &amp; Practice, 14(1), 147–173. https://doi.org/10.1111/rsp3.12467</mixed-citation><mixed-citation xml:lang="en">Barinova, V., Rochhia, S., &amp; Zemtsov, S. (2022). Attracting highly skilled migrants to the Russian regions. Regional Science Policy &amp; Practice, 14(1), 147–173. https://doi.org/10.1111/rsp3.12467</mixed-citation></citation-alternatives></ref><ref id="cit12"><label>12</label><citation-alternatives><mixed-citation xml:lang="ru">Canberra, ACT (2014). Office of the Chief Scientist. Science, technology, engineering and mathematics: Australia’s future. Australian Government. ISBN 978-1-925092-41-7</mixed-citation><mixed-citation xml:lang="en">Canberra, ACT (2014). Office of the Chief Scientist. Science, technology, engineering and mathematics: Australia’s future. Australian Government. ISBN 978-1-925092-41-7</mixed-citation></citation-alternatives></ref><ref id="cit13"><label>13</label><citation-alternatives><mixed-citation xml:lang="ru">Crescenzi, R., &amp; Jaax, A. (2017). Innovation in Russia: the territorial dimension. Economic geography, 93(1), 66–88. https://doi.org/10.1080/00130095.2016.1208532</mixed-citation><mixed-citation xml:lang="en">Crescenzi, R., &amp; Jaax, A. (2017). Innovation in Russia: the territorial dimension. Economic geography, 93(1), 66–88. https://doi.org/10.1080/00130095.2016.1208532</mixed-citation></citation-alternatives></ref><ref id="cit14"><label>14</label><citation-alternatives><mixed-citation xml:lang="ru">Croak, M. (2018)The effects of STEM education on economic growth. UNION COLLEGE. https://digitalworks.union.edu/theses/1705</mixed-citation><mixed-citation xml:lang="en">Croak, M. (2018)The effects of STEM education on economic growth. UNION COLLEGE. https://digitalworks.union.edu/theses/1705</mixed-citation></citation-alternatives></ref><ref id="cit15"><label>15</label><citation-alternatives><mixed-citation xml:lang="ru">Deirdre, E. (2016). STEM Play: Integrating Inquiry Into Learning Centers. Kaplan Company. ISBN-10: 087659402X. ISBN-13: 978-0876594025</mixed-citation><mixed-citation xml:lang="en">Deirdre, E. (2016). STEM Play: Integrating Inquiry Into Learning Centers. Kaplan Company. ISBN-10: 087659402X. ISBN-13: 978-0876594025</mixed-citation></citation-alternatives></ref><ref id="cit16"><label>16</label><citation-alternatives><mixed-citation xml:lang="ru">Delmar, F., Wennberg, K., &amp; Hellerstedt, K. (2011). Endogenous growth through knowledge spillovers in entrepreneurship: an empirical test.Strategic Entrepreneurship Journal, 5(3), 199–226. https://doi.org/10.1002/sej.114</mixed-citation><mixed-citation xml:lang="en">Delmar, F., Wennberg, K., &amp; Hellerstedt, K. (2011). Endogenous growth through knowledge spillovers in entrepreneurship: an empirical test.Strategic Entrepreneurship Journal, 5(3), 199–226. https://doi.org/10.1002/sej.114</mixed-citation></citation-alternatives></ref><ref id="cit17"><label>17</label><citation-alternatives><mixed-citation xml:lang="ru">Deming, D. J., &amp; Noray, K. L. (2018). STEM careers and technological change. NBER. https://doi.org/10.3386/w25065</mixed-citation><mixed-citation xml:lang="en">Deming, D. J., &amp; Noray, K. L. (2018). STEM careers and technological change. NBER. https://doi.org/10.3386/w25065</mixed-citation></citation-alternatives></ref><ref id="cit18"><label>18</label><citation-alternatives><mixed-citation xml:lang="ru">Fritsch, M., Obschonka, M., &amp; Wyrwich, M. (2019). Historical roots of entrepreneurship-facilitating culture and innovation activity: An analysis for German regions. Regional Studies, 53(9), 1296–1307. https://doi.org/10.1080/00343404.2019.1580357</mixed-citation><mixed-citation xml:lang="en">Fritsch, M., Obschonka, M., &amp; Wyrwich, M. (2019). Historical roots of entrepreneurship-facilitating culture and innovation activity: An analysis for German regions. Regional Studies, 53(9), 1296–1307. https://doi.org/10.1080/00343404.2019.1580357</mixed-citation></citation-alternatives></ref><ref id="cit19"><label>19</label><citation-alternatives><mixed-citation xml:lang="ru">Hanushek, E. A., Jamison, D. T., Jamison, E. A., &amp; Woessmann, L. (2008). Education and economic growth: It’s not just going to school, but learning something while there that matters. Education next, 8(2), 62–71. http://hanushek.stanford.edu/publications/education-and-economic-growth-its-not-just-going-school-learning-matters</mixed-citation><mixed-citation xml:lang="en">Hanushek, E. A., Jamison, D. T., Jamison, E. A., &amp; Woessmann, L. (2008). Education and economic growth: It’s not just going to school, but learning something while there that matters. Education next, 8(2), 62–71. http://hanushek.stanford.edu/publications/education-and-economic-growth-its-not-just-going-school-learning-matters</mixed-citation></citation-alternatives></ref><ref id="cit20"><label>20</label><citation-alternatives><mixed-citation xml:lang="ru">Ilina, I. E. et al. (2022). Patent Activity of the Region as a Driver of Development of the Russian Economy. Science Governance and Scientometrics Journal, 17(1), 10–36. https://doi.org/10.33873/2686-6706.2022.17-1.10-36</mixed-citation><mixed-citation xml:lang="en">Ilina, I. E. et al. (2022). Patent Activity of the Region as a Driver of Development of the Russian Economy. Science Governance and Scientometrics Journal, 17(1), 10–36. https://doi.org/10.33873/2686-6706.2022.17-1.10-36</mixed-citation></citation-alternatives></ref><ref id="cit21"><label>21</label><citation-alternatives><mixed-citation xml:lang="ru">Kaneva, M., &amp; Untura, G. (2019). The impact of R&amp;D and knowledge spillovers on the economic growth of Russian regions. Growth and Change, 50(1), 301–334. https://doi.org/10.1111/grow.12281</mixed-citation><mixed-citation xml:lang="en">Kaneva, M., &amp; Untura, G. (2019). The impact of R&amp;D and knowledge spillovers on the economic growth of Russian regions. Growth and Change, 50(1), 301–334. https://doi.org/10.1111/grow.12281</mixed-citation></citation-alternatives></ref><ref id="cit22"><label>22</label><citation-alternatives><mixed-citation xml:lang="ru">Kuzminov, Y., Sorokin, P., &amp; Froumin, I. (2019). Generic and specic skills as components of human capital: new challenges for education theory and practice. Foresight and STI Governance, 13(2), 19–41. https://doi.org/10.17323/2500-2597.2019.2.19.41</mixed-citation><mixed-citation xml:lang="en">Kuzminov, Y., Sorokin, P., &amp; Froumin, I. (2019). Generic and specic skills as components of human capital: new challenges for education theory and practice. Foresight and STI Governance, 13(2), 19–41. https://doi.org/10.17323/2500-2597.2019.2.19.41</mixed-citation></citation-alternatives></ref><ref id="cit23"><label>23</label><citation-alternatives><mixed-citation xml:lang="ru">MacIsaac, D. (ed.). (2019). US government releases Charting a Course for Success: America’s Strategy for STEM Education, report guiding federal agencies that off er STEM funding opportunities. The Physics Teacher, 57(2), 126–126. https://doi.org/10.1119/1.5088484</mixed-citation><mixed-citation xml:lang="en">MacIsaac, D. (ed.). (2019). US government releases Charting a Course for Success: America’s Strategy for STEM Education, report guiding federal agencies that off er STEM funding opportunities. The Physics Teacher, 57(2), 126–126. https://doi.org/10.1119/1.5088484</mixed-citation></citation-alternatives></ref><ref id="cit24"><label>24</label><citation-alternatives><mixed-citation xml:lang="ru">OEWS. (2020). STEM definition, List of occupations. U. S. Bureau of Labor Statistics.</mixed-citation><mixed-citation xml:lang="en">OEWS. (2020). STEM definition, List of occupations. U. S. Bureau of Labor Statistics.</mixed-citation></citation-alternatives></ref><ref id="cit25"><label>25</label><citation-alternatives><mixed-citation xml:lang="ru">Osman, T., &amp; Michele, B. (ed.). (2021). Effects of COVID 19 for Sustainable Education, Systems and Institutions. Special Issue.</mixed-citation><mixed-citation xml:lang="en">Osman, T., &amp; Michele, B. (ed.). (2021). Effects of COVID 19 for Sustainable Education, Systems and Institutions. Special Issue.</mixed-citation></citation-alternatives></ref><ref id="cit26"><label>26</label><citation-alternatives><mixed-citation xml:lang="ru">Rodríguez-Pose, A., &amp; Crescenzi, R. (2008). Research and development, spillovers, innovation systems, and the genesis of regional growth in Europe. Regional studies, 42(1), 51–67. https://doi.org/10.1080/00343400701654186</mixed-citation><mixed-citation xml:lang="en">Rodríguez-Pose, A., &amp; Crescenzi, R. (2008). Research and development, spillovers, innovation systems, and the genesis of regional growth in Europe. Regional studies, 42(1), 51–67. https://doi.org/10.1080/00343400701654186</mixed-citation></citation-alternatives></ref><ref id="cit27"><label>27</label><citation-alternatives><mixed-citation xml:lang="ru">Shashnov, S., &amp; Kotsemir, M. (2018). Research landscape of the BRICS countries: current trends in research output, thematic structures of publications, and the relative infl uence of partners. Scientometrics, 117(2), 1115–1155. https://doi.org/10.1007/s11192-018-2883-7</mixed-citation><mixed-citation xml:lang="en">Shashnov, S., &amp; Kotsemir, M. (2018). Research landscape of the BRICS countries: current trends in research output, thematic structures of publications, and the relative infl uence of partners. Scientometrics, 117(2), 1115–1155. https://doi.org/10.1007/s11192-018-2883-7</mixed-citation></citation-alternatives></ref><ref id="cit28"><label>28</label><citation-alternatives><mixed-citation xml:lang="ru">Soo, B. N. (2019). Exploring STEM Competences for the 21st Century. UNESCO. IBE/2019/WP/CD/30REV</mixed-citation><mixed-citation xml:lang="en">Soo, B. N. (2019). Exploring STEM Competences for the 21st Century. UNESCO. IBE/2019/WP/CD/30REV</mixed-citation></citation-alternatives></ref><ref id="cit29"><label>29</label><citation-alternatives><mixed-citation xml:lang="ru">USA, ACT. (2018). Charting a course for success: America’s strategy for STEM education. The committee on STEM education of the national Science &amp; Technology Council.</mixed-citation><mixed-citation xml:lang="en">USA, ACT. (2018). Charting a course for success: America’s strategy for STEM education. The committee on STEM education of the national Science &amp; Technology Council.</mixed-citation></citation-alternatives></ref><ref id="cit30"><label>30</label><citation-alternatives><mixed-citation xml:lang="ru">Zemtsov, S., Muradov, A., Wade, I., &amp; Barinova, V. (2016). Determinants of regional innovation in Russia: Are People or Capital More Important? Foresight and STI Governance, 10(2), 29–42. https://doi.org/10.17323/1995-459X.2016.2.29.42</mixed-citation><mixed-citation xml:lang="en">Zemtsov, S., Muradov, A., Wade, I., &amp; Barinova, V. (2016). Determinants of regional innovation in Russia: Are People or Capital More Important? Foresight and STI Governance, 10(2), 29–42. https://doi.org/10.17323/1995-459X.2016.2.29.42</mixed-citation></citation-alternatives></ref><ref id="cit31"><label>31</label><citation-alternatives><mixed-citation xml:lang="ru">Zhong, B., Liu, X., Zhan, Z. et al. (2022). What should a Chinese top-level design in STEM Education look like? Humanit Soc Sci Commun, 9, 261. https://doi.org/10.1057/s41599-022-01279-1</mixed-citation><mixed-citation xml:lang="en">Zhong, B., Liu, X., Zhan, Z. et al. (2022). What should a Chinese top-level design in STEM Education look like? Humanit Soc Sci Commun, 9, 261. https://doi.org/10.1057/s41599-022-01279-1</mixed-citation></citation-alternatives></ref></ref-list><fn-group><fn fn-type="conflict"><p>The authors declare that there are no conflicts of interest present.</p></fn></fn-group></back></article>
