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The purpose of the paper is to determine the perspectives of diversification of educational services in the conditions of industry 4.0 on the basis of artificial intelligence (AI) training, determine the consequences of this process for academic and teaching staff and to develop recommendations for its practical implementation.

The methods of horizontal, trends and regression analysis are used for studying social consequences of digital modernization of the markets of higher education (for academic and teaching staff). The research is performed by the example of modern Russia on the basis of the statistical data of Federal State Statistics Service and the International Telecommunication Union. The timeframe of the research covers academic years 2000/2001-2018/2019.

It is determined that digital modernization of the sphere of higher education stimulates the reduction of the universities’ need for academic and teaching staff and growth of their unemployment. However, further digital modernization of economy on the basis of breakthrough technologies of industry 4.0 will lead to creation of a new type of educational services that are provided within entrepreneurship of universities – AI training of business. This will ensure development of university entrepreneurship (and reduction of dependence of universities on state financing), as well as growth of the employment opportunities for experts (academic and teaching staff) in the sphere of AI, which will not depend on the number of students, but will be connected to demand for AI training from digital business.

The role of AI training in the structure of production business processes of a university in the conditions of industry 4.0 is determined. The necessity for state stimulation of development of digital business in the modern economic systems is substantiated. It is shown that government has to pay close attention to the issues of support in the sphere of AI and mass distribution of their results. Because of this, it will be possible to control social risks in the sphere of higher education.

The purpose of this paper is to substantiate the perspectives and to develop recommendations for managing digital modernization of regional markets of educational services in the conditions of formation of Industry 4.0 by the example of modern Russia.

The methodological basis of the research consists of the hypothetical and deductive method. The offered hypothesis of the necessity for decentralization of managing digital modernization of regional markets of educational services in the conditions of formation of Industry 4.0 is verified with the help of a complex of methods of economic statistics (econometrics), namely, the method of regression analysis and analysis of variation. The research objects are regions of modern Russia that are peculiar for the highest level of scientific and technological development (top 15 of 83 regions at the beginning of 2019), which shows their largest progress in formation of Industry 4.0. The information and empirical basis of the research consists of the materials of the report on human development in the Russian Federation “Human and Innovations”, prepared by the Analytical Center for the Government of the Russian Federation (values of the education index are taken from it), and analytical materials of the rating “Level of Development of Science and Technologies in Regions of Russia” as a result of 2018, prepared by Ria rating (values of the index of scientific and technological development are taken from it).

It is determined that regional specifics are not sufficiently considered during management of modernization of regional markets of educational services in the conditions of formation of Industry 4.0 in modern Russia. This reduces efficiency of managing digital modernization of regional markets of educational services and leads to the fact that these markets do not perform their function of infrastructural provision of Industry 4.0, slowing down the process of its formation.

The necessity for managing modernization of the markets of educational services in the conditions of formation of Industry 4.0 at the regional level, in view of specifics of the regional economy, is substantiated. For this, a conceptual model and recommendations for its practical application in modern Russia are offered.

The purpose of this paper is to substantiate the perspectives of using remote education as a means of restoring Russian recessing regions’ economy and develop framework recommendations for this.

The set goal is achieved by finding the dependence of the values of indicators of socio-economic development on the level of development of education in Russian regions. The methods of regression and correlation analysis are used for that.

The findings showed a moderate direct connection between the development of education and socio-economic position of the region if found. Qualitative analysis allowed substantiating large perspectives of using remote education as a means of restoring Russian recessing regions’ economy, which have two manifestations. The first one is related to the increase of accessibility of educational services in Russian regions. Due to this, the potential of development of region’s human potential is better realized. Being one of the key resources in the conditions of knowledge economy, human resources stimulate the activation of entrepreneurial activities, growth of labor efficiency and innovational activity of region’s companies. The second manifestation envisages the formation of entrepreneurship in the sphere of remote education as a growth vector and source of competitive advantages of recessing region’s economy. This opens possibilities for the formation of knowledge economy in region and supporting its high competitiveness. Low capital intensity of entrepreneurship in the sphere of remote education makes it accessible for development even in recessing regions, stimulating the growth of the volume of tax revenues into the regional state budget and formation of its positive balance.

For the practical implementation of the determined large perspectives of using remote education as a means of restoring Russian recessing regions’ economy, authors’ framework recommendations are offered, which are aimed at the improvement of normative and legal conditions for the conduct of entrepreneurial activities in the sphere of remote education, information support for this entrepreneurship and its marketing support and promotion as a basis of region’s economy’s competitiveness.

The purpose of this paper is to study the influence of remote education on the consumer value of university education by the example of modern Russia.

The authors determine the consumer value of university education in modern Russia in the conditions of the availability of predominantly traditional education; determine socio-economic problems that are caused by the low consumer value of university education in modern Russia; determine the potential of remote education in the increase of the consumer value of university education; and develop recommendations for the increase of the consumer value of university education in modern Russia through the development of remote education.

It is concluded that traditional university education is dominating in Russia. It is standardized and does not allow for the full consideration of individual capabilities and needs of each separate student, which causes the low consumer value of university education. The limitation of traditional and remote education, caused by the fact that educational services in each form are provided by completely different universities, hinders the development of the potential of remote education in stimulating the increase of the consumer value of university education.

In order to solve this problem, it is recommended to unify traditional and remote education within the diversification of the forms of the provision of educational services by modern Russian universities. For that, a conceptual model for increasing the consumer value of university education in modern Russia through the development of remote education is presented. This model focuses on applicant and students with their individual capabilities and needs and universities with their material and technical, intellectual, marketing and other resources. At that, the educational form goes to the background, being not a self-goal but a method of its achievement – the provision of the high consumer value of university education.

The working hypothesis of this research is that specifics of activities of university that provides remote education does not allow using the same evaluation criteria for assessment of its competitiveness that allow assessing competitiveness of university that provides traditional education. The purpose of this paper is to verify the offered hypothesis, study the modern Russian experience of evaluating the competitiveness of university that provides remote education and develop methodological recommendations for improving this process.

The authors use the existing scientific approaches to determining competitiveness of a company, including university, for complex and comprehensive study of the set problem. The information and analytical basis of this research is formed of methodological materials of the ranking of best universities of Russia for 2017 according to independent analytical agency “RaExpert” and “Announcement of open competition for state support for leading universities of the Russian Federation for the purpose of raising their competitiveness among the leading global scientific and educational centers of the Ministry of Education and Science of the RF.”

The offered hypothesis was proved. It is concluded that modern Russia uses the same (common) criteria for evaluating competitiveness of universities, regardless of the form of provided educational services. This is incorrect from the scientific and methodological point of view, as the work shows that most criteria are characterized by different applicability as to the university that provides traditional education and the university that provides remote education.

Methodological provision of evaluating the university’s competitiveness that provides remote education is elaborated by the authors by development of additional criteria. It is recommended to assign weight coefficients to all criteria depending on the level of applicability (importance) as to the university that provides remote education.

The purpose of the work is to solve the set problem and to study the competition and perspectives of division of labor of humans and machines during creation of intangible assets in Industry 4.0.

The research is performed with the help of regression and comparative analysis by building regression curves and with the help of the qualitative structural and logical analysis.

The authors perform an overview of the factors that determine the advantages and limits of participation in creation of intangible assets in Industry 4.0, determine the perspectives and compile recommendations for division of human and machine labor during creation of intangible assets in Industry 4.0.

The results of the performed research confirmed the general hypothesis that machine technologies allow improving the innovative, marketing and organizational and managerial activities and activities in the sphere of R&D through automatization of certain stages of the process of creation of intangible assets. The authors determine the factors that define the contribution of machine technologies in this process and their competitive advantages as compared to human intellectual capital during creation of intangible assets. These advantages prove the possibility and expedience of division of human and machine labor during creation of intangible assets.

The purpose of the research is to determine the current contradictions and perspectives of convergence of social development and economic growth for the purpose of formation of the scientific and methodological basis of targeted and efficient state regulation of these processes, which would allow for their harmonization and systemic acceleration.

The authors use correlation analysis for calculating the correlation of the rate of economic growth (according to the forecast of the IMF) and the indicators of qualify of life, calculated by Numbeo, and the index of economy digitization, calculated by the IMD. The research is performed based on the 2020 data. On the basis of the established dependencies, the authors use the method of hierarchy analytics of T.L. Saaty for determining the contribution of social development into economic growth.

The authors substantiate the existence of close interconnection between social development and economic growth and determine substantial differences in this interconnection in developed countries (correlation – 52%), where only purchasing power of population and society's digitization contribute into acceleration of economic growth, and in developing countries (correlation – 48%), where quality of life, environment protection, living standards and society's development level contribute to acceleration of economic growth.

It is proved that in the course of the increase of the level of social development, it contradicts economic growth – due to which the possibilities of state regulation of the interconnection of these processes are limited. The authors develop a conceptual model of convergence of these processes through the prism of phases of the economic cycle. The compiled model reflects the authors' recommendations at each phase of the economic cycle, due to which state regulation of socioeconomic development will become targeted and efficient.

After the collapse of the USSR, Eurasian integration projects, proposed by Russia, Kazakhstan and Turkey, began to develop in the post-Soviet space. Hence, there is growing interest in Eurasianism as an ideology. In this context, the study of the use of the Eurasianism's ideas in practice becomes relevant. The argument of this article is that Russia, Turkey, and Kazakstan have their own interpretations of Eurasianism's ideas to develop the ideological basis of their own integration projects. The purpose of the article is to answer the question: How is the Eurasianism used in integration projects of Russia, Turkey and Kazakstan?

The concept of Eurasianism has been viewed in terms of constructivism. On the basis of the principles of social constructivism, and in particular the works of constructivist ideologue Alexander Wendt, a comparative analysis was made. The ideas of Eurasianism in the integration processes of Russia, Kazakhstan and Turkey has been carried out based on the criteria such as the role of common ideas, identity, consciousness, memory and culture. The examples of mentioned countries were compared, to consider the development of the ideas of Eurasianism in practice.

The ideas of Eurasianism have a significant impact on the integration processes of the post-Soviet space. Eurasianism advocates for important factors such as respect for cultural and civilizational differences between different nations, their equality in the overall union and common development opportunities. Such factors are undoubtedly important for the success of integration projects. The reflection of many individual thoughts of classical Eurasians and Neo-Eurasians can be seen in the statements of various ministers and leaders of Russia, Kazakhstan and Turkey. The initiatives of these countries in creating integration projects also show the influence of the Eurasian concept.

In the 1990s, the study of Eurasianism gained new significance in academic circles. Articles and periodicals devoted to this concept were published. However, all parallels between variations in concepts of Eurasianism have been conducted on a theoretical level. The importance of this article lies in the fact that conceptual differences are compared in practice. Researchers had not previously considered the study of the relevance and productivity of Eurasianism in practice by comparing examples and experiences from different countries. The novelty of this article lies in its attempt to solve this problem.

The purpose of the paper is to study the problem of socio-economic inequality from the positions of the neo-institutional economic theory, to determine the causal connections of emergence and manifestation of this problem as a barrier on the path of sustainable development and to develop institutional measures for its solution based on state regulation.

The scientific and methodological basis of this research is based on regression analysis, which is used for creating and analyzing the regression curves. For the fullest coverage of countries of the world and provision of high representation of the research results, the objects of the research are countries from each category that were distinguished according to their position in the global rating of countries as to the index of sustainable development, calculated and compiled by Sustainable Development Solutions Network (2019).

It is substantiated that financial inequality is a result of violation of the principles of social justice—primarily, in the labor market. The institutional approach, which is used for studying the problem of socio-economic inequality, allows presenting this problem as a result of the action of social institutes with own system of rules and norms and offering the institutional measures of regulation, which are to influence the rules and norms in society in the labor market. Due to this, the object of regulation is not the consequence but the reasons—and better and long-term results are achieved.

It is proved that social justice is the key condition of overcoming socio-economic inequality, formation of inclusive society and achievement of balance of the global economic system—thus opening a path to sustainable development. Four “institutional traps” are determined, which establish the practices of violation of the principles of social justice in the system of norms and rules of behavior of the labor market's participants. The authors determine perspectives and directions and offer measures of state regulation of the institutes of socio-economic inequality for its overcoming and provision of sustainable development of national economy and the global economy.

This paper aims to provide a comprehensive, systematic review of the literature on Industry 4.0 – and on the trends and implications of the digitalization of manufacturing – from the perspective of business and economics.

A bibliometric methodology was used, allowing to extract rigorously the relevant literature, leading to a purposefully constructed database of peer-reviewed publications depicting the state of the art in this area. A quantitative analysis of the key characteristics of – and trends emanating from – the literature was performed, and results were presented in a graphic way using the VOSViewer software as a mapping tool. Relevant thematic clusters were identified, and promising future research avenues were identified.

This literature is extremely recent – 90% of the publications are from 2019 and 2020, and the leading journal publishing in this area is the Journal of Manufacturing Technology Management. Key clusters identified relate digital transformation to value chains; a close link is observed between Industry 4.0 technologies and business models; a strong connection to sustainability is also clear; and the implications of Industry 4.0 for human resources management are, not surprisingly, extremely relevant.

This is, to the best of the authors’ knowledge, the most comprehensive systematic review linking specifically Industry 4.0 to the business and economics literature, bridging with recent, state-of-the-art research in the economics/business and technological fields. This contribution may be very helpful to researchers interested in understanding the key trends and opportunities offered by this area.