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Harvard educational review.

Edited by Maya Alkateb-Chami, Jane Choi, Jeannette Garcia Coppersmith, Ron Grady, Phoebe A. Grant-Robinson, Pennie M. Gregory, Jennifer Ha, Woohee Kim, Catherine E. Pitcher, Elizabeth Salinas, Caroline Tucker, Kemeyawi Q. Wahpepah

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Journal Information

• ISSN: 0017-8055
• eISSN: 1943-5045
• Keywords: scholarly journal, education research
• First Issue: 1930
• Frequency: Quarterly

Description

The Harvard Educational Review (HER) is a scholarly journal of opinion and research in education. The Editorial Board aims to publish pieces from interdisciplinary and wide-ranging fields that advance our understanding of educational theory, equity, and practice. HER encourages submissions from established and emerging scholars, as well as from practitioners working in the field of education. Since its founding in 1930, HER has been central to elevating pieces and debates that tackle various dimensions of educational justice, with circulation to researchers, policymakers, teachers, and administrators.

Our Editorial Board is composed entirely of doctoral students from the Harvard Graduate School of Education who review all manuscripts considered for publication. For more information on the current Editorial Board, please see here.

A subscription to the Review includes access to the full-text electronic archives at our Subscribers-Only-Website .

Editorial Board

2023-2024 Harvard Educational Review Editorial Board Members

Maya Alkateb-Chami Development and Partnerships Editor, 2023-2024 Editor, 2022-2024 [email protected]

Maya Alkateb-Chami is a PhD student at the Harvard Graduate School of Education. Her research focuses on the role of schooling in fostering just futures—specifically in relation to language of instruction policies in multilingual contexts and with a focus on epistemic injustice. Prior to starting doctoral studies, she was the Managing Director of Columbia University’s Human Rights Institute, where she supported and co-led a team of lawyers working to advance human rights through research, education, and advocacy. Prior to that, she was the Executive Director of Jusoor, a nonprofit organization that helps conflict-affected Syrian youth and children pursue their education in four countries. Alkateb-Chami is a Fulbright Scholar and UNESCO cultural heritage expert. She holds an MEd in Language and Literacy from Harvard University; an MSc in Education from Indiana University, Bloomington; and a BA in Political Science from Damascus University, and her research on arts-based youth empowerment won the annual Master’s Thesis Award of the U.S. Society for Education Through Art.

Jane Choi Editor, 2023-2025

Jane Choi is a second-year PhD student in Sociology with broad interests in culture, education, and inequality. Her research examines intra-racial and interracial boundaries in US educational contexts. She has researched legacy and first-generation students at Ivy League colleges, families served by Head Start and Early Head Start programs, and parents of pre-K and kindergarten-age children in the New York City School District. Previously, Jane worked as a Research Assistant in the Family Well-Being and Children’s Development policy area at MDRC and received a BA in Sociology from Columbia University.

Jeannette Garcia Coppersmith Content Editor, 2023-2024 Editor, 2022-2024 [email protected]

Jeannette Garcia Coppersmith is a fourth-year Education PhD student in the Human Development, Learning and Teaching concentration at the Harvard Graduate School of Education. A former public middle and high school mathematics teacher and department chair, she is interested in understanding the mechanisms that contribute to disparities in secondary mathematics education, particularly how teacher beliefs and biases intersect with the social-psychological processes and pedagogical choices involved in math teaching. Jeannette holds an EdM in Learning and Teaching from the Harvard Graduate School of Education where she studied as an Urban Scholar and a BA in Environmental Sciences from the University of California, Berkeley.

Ron Grady Editor, 2023-2025

Ron Grady is a second-year doctoral student in the Human Development, Learning, and Teaching concentration at the Harvard Graduate School of Education. His central curiosities involve the social worlds and peer cultures of young children, wondering how lived experience is both constructed within and revealed throughout play, the creation of art and narrative, and through interaction with/production of visual artifacts such as photography and film. Ron also works extensively with educators interested in developing and deepening practices rooted in reflection on, inquiry into, and translation of the social, emotional, and aesthetic aspects of their classroom ecosystems. Prior to his doctoral studies, Ron worked as a preschool teacher in New Orleans. He holds a MS in Early Childhood Education from the Erikson Institute and a BA in Psychology with Honors in Education from Stanford University.

Phoebe A. Grant-Robinson Editor, 2023-2024

Phoebe A. Grant-Robinson is a first year student in the Doctor of Education Leadership(EdLD) program at the Harvard Graduate School of Education. Her ultimate quest is to position all students as drivers of their destiny. Phoebe is passionate about early learning and literacy. She is committed to ensuring that districts and school leaders, have the necessary tools to create equitable learning organizations that facilitate the academic and social well-being of all students. Phoebe is particularly interested in the intersection of homeless students and literacy. Prior to her doctoral studies, Phoebe was a Special Education Instructional Specialist. Supporting a portfolio of more than thirty schools, she facilitated the rollout of New York City’s Special Education Reform. Phoebe also served as an elementary school principal. She holds a BS in Inclusive Education from Syracuse University, and an MS in Curriculum and Instruction from Pace University.

Pennie M. Gregory Editor, 2023-2024

Pennie M. Gregory is a second-year student in the Doctor of Education Leadership (EdLD) program at the Harvard Graduate School of Education. Pennie was born in Incheon, South Korea and raised in Gary, Indiana. She has decades of experience leading efforts to improve outcomes for students with disabilities first as a special education teacher and then as a school district special education administrator. Prior to her doctoral studies, Pennie helped to create Indiana’s first Aspiring Special Education Leadership Institute (ASELI) and served as its Director. She was also the Capacity Events Director for MelanatED Leaders, an organization created to support educational leaders of color in Indianapolis. Pennie has a unique perspective, having worked with members of the school community, with advocacy organizations, and supporting state special education leaders. Pennie holds an EdM in Education Leadership from Marian University.

Jennifer Ha Editor, 2023-2025

Jen Ha is a second-year PhD student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research explores how high school students learn to write personal narratives for school applications, scholarships, and professional opportunities amidst changing landscapes in college access and admissions. Prior to doctoral studies, Jen served as the Coordinator of Public Humanities at Bard Graduate Center and worked in several roles organizing academic enrichment opportunities and supporting postsecondary planning for students in New Haven and New York City. Jen holds a BA in Humanities from Yale University, where she was an Education Studies Scholar.

Woohee Kim Editor, 2023-2025

Woohee Kim is a PhD student studying youth activists’ civic and pedagogical practices. She is a scholar-activist dedicated to creating spaces for pedagogies of resistance and transformative possibilities. Shaped by her activism and research across South Korea, the US, and the UK, Woohee seeks to interrogate how educational spaces are shaped as cultural and political sites and reshaped by activists as sites of struggle. She hopes to continue exploring the intersections of education, knowledge, power, and resistance.

Catherine E. Pitcher Editor, 2023-2025

Catherine is a second-year doctoral student at Harvard Graduate School of Education in the Culture, Institutions, and Society program. She has over 10 years of experience in education in the US in roles that range from special education teacher to instructional coach to department head to educational game designer. She started working in Palestine in 2017, first teaching, and then designing and implementing educational programming. Currently, she is working on research to understand how Palestinian youth think about and build their futures and continues to lead programming in the West Bank, Gaza, and East Jerusalem. She holds an EdM from Harvard in International Education Policy.

Elizabeth Salinas Editor, 2023-2025

Elizabeth Salinas is a doctoral student in the Education Policy and Program Evaluation concentration at HGSE. She is interested in the intersection of higher education and the social safety net and hopes to examine policies that address basic needs insecurity among college students. Before her doctoral studies, Liz was a research director at a public policy consulting firm. There, she supported government, education, and philanthropy leaders by conducting and translating research into clear and actionable information. Previously, Liz served as a high school physics teacher in her hometown in Texas and as a STEM outreach program director at her alma mater. She currently sits on the Board of Directors at Leadership Enterprise for a Diverse America, a nonprofit organization working to diversify the leadership pipeline in the United States. Liz holds a bachelor’s degree in civil engineering from the Massachusetts Institute of Technology and a master’s degree in higher education from the Harvard Graduate School of Education.

Caroline Tucker Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Caroline Tucker is a fourth-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research focuses on the history and organizational dynamics of women’s colleges as women gained entry into the professions and coeducation took root in the United States. She is also a research assistant for the Harvard and the Legacy of Slavery Initiative’s Subcommittee on Curriculum and the editorial assistant for Into Practice, the pedagogy newsletter distributed by Harvard University’s Office of the Vice Provost for Advances in Learning. Prior to her doctoral studies, Caroline served as an American politics and English teaching fellow in London and worked in college advising. Caroline holds a BA in History from Princeton University, an MA in the Social Sciences from the University of Chicago, and an EdM in Higher Education from the Harvard Graduate School of Education.

Kemeyawi Q. Wahpepah Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Kemeyawi Q. Wahpepah (Kickapoo, Sac & Fox) is a fourth-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Their research explores how settler colonialism is addressed in K-12 history and social studies classrooms in the United States. Prior to their doctoral studies, Kemeyawi taught middle and high school English and history for eleven years in Boston and New York City. They hold an MS in Middle Childhood Education from Hunter College and an AB in Social Studies from Harvard University.

Submission Information

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Contact Information

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Subscriber Support

Individual subscriptions must have an individual name in the given address for shipment. Individual copies are not for multiple readers or libraries. Individual accounts come with a personal username and password for access to online archives. Online access instructions will be attached to your order confirmation e-mail.

Institutional rates apply to libraries and organizations with multiple readers. Institutions receive digital access to content on Meridian from IP addresses via theIPregistry.org (by sending HER your PSI Org ID).

Online access instructions will be attached to your order confirmation e-mail. If you have questions about using theIPregistry.org you may find the answers in their FAQs. Otherwise please let us know at [email protected] .

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To order online via credit card, please use the subscribe button at the top of this page.

To order by phone, please call 888-437-1437.

Checks can be mailed to Harvard Educational Review C/O Fulco, 30 Broad Street, Suite 6, Denville, NJ 07834. (Please include reference to your subscriber number if you are renewing. Institutions must include their PSI Org ID or follow up with this information via email to [email protected] .)

Permissions

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Article Submission FAQ

Closing the open call, question: “i have already submitted an article to her and i am awaiting a decision, what can i expect”.

Answer: First, any manuscripts already submitted through the open call and acknowledged by HER, as well as all invited manuscripts, R&R’d manuscripts, and manuscripts currently in production are NOT affected in any way by our pause in open calls. Editors are working to move through all current submissions and you can expect to receive any updates or decisions as we move through each step of our production process. If you have any questions, please contact the Co-Chairs, Caroline Tucker and Kemeyawi Wahpepah at [email protected] .

Question: “Can you share more about why you are closing the open call?”

Answer: As a graduate student run journal, we perform our editorial tasks in addition to our daily lives as doctoral students. We have been (and continue to be) incredibly grateful for the authors who share their work with us. In closing the open call, we hope to give ourselves time to review each manuscript in the best manner possible.

Submissions

Question: “what manuscripts are a good fit for her ”.

Answer: As a generalist scholarly journal, HER publishes on a wide range of topics within the field of education and related disciplines. We receive many articles that deserve publication, but due to the restrictions of print publication, we are only able to publish very few in the journal. The originality and import of the findings, as well as the accessibility of a piece to HER’s interdisciplinary, international audience which includes education practitioners, are key criteria in determining if an article will be selected for publication.

We strongly recommend that prospective authors review the current and past issues of HER to see the types of articles we have published recently. If you are unsure whether your manuscript is a good fit, please reach out to the Content Editor at [email protected] .

Question: “What makes HER a developmental journal?”

Answer: Supporting the development of high-quality education research is a key tenet of HER’s mission. HER promotes this development through offering comprehensive feedback to authors. All manuscripts that pass the first stage of our review process (see below) receive detailed feedback. For accepted manuscripts, HER also has a unique feedback process called casting whereby two editors carefully read a manuscript and offer overarching suggestions to strengthen and clarify the argument.

Question: “What is a Voices piece and how does it differ from an essay?”

Answer: Voices pieces are first-person reflections about an education-related topic rather than empirical or theoretical essays. Our strongest pieces have often come from educators and policy makers who draw on their personal experiences in the education field. Although they may not present data or generate theory, Voices pieces should still advance a cogent argument, drawing on appropriate literature to support any claims asserted. For examples of Voices pieces, please see Alvarez et al. (2021) and Snow (2021).

Question: “Does HER accept Book Note or book review submissions?”

Answer: No, all Book Notes are written internally by members of the Editorial Board.

Question: “If I want to submit a book for review consideration, who do I contact?”

Answer: Please send details about your book to the Content Editor at [email protected].

Manuscript Formatting

Question: “the submission guidelines state that manuscripts should be a maximum of 9,000 words – including abstract, appendices, and references. is this applicable only for research articles, or should the word count limit be followed for other manuscripts, such as essays”.

Answer: The 9,000-word limit is the same for all categories of manuscripts.

Question: “We are trying to figure out the best way to mask our names in the references. Is it OK if we do not cite any of our references in the reference list? Our names have been removed in the in-text citations. We just cite Author (date).”

Answer: Any references that identify the author/s in the text must be masked or made anonymous (e.g., instead of citing “Field & Bloom, 2007,” cite “Author/s, 2007”). For the reference list, place the citations alphabetically as “Author/s. (2007)” You can also indicate that details are omitted for blind review. Articles can also be blinded effectively by use of the third person in the manuscript. For example, rather than “in an earlier article, we showed that” substitute something like “as has been shown in Field & Bloom, 2007.” In this case, there is no need to mask the reference in the list. Please do not submit a title page as part of your manuscript. We will capture the contact information and any author statement about the fit and scope of the work in the submission form. Finally, please save the uploaded manuscript as the title of the manuscript and do not include the author/s name/s.

Invitations

Question: “can i be invited to submit a manuscript how”.

Answer: If you think your manuscript is a strong fit for HER, we welcome your request for invitation. Invited manuscripts receive one round of feedback from Editors before the piece enters the formal review process. To submit information about your manuscript for the Board to consider for invitation, please fill out the Invitation Request Form. Please provide as many details as possible. Whether we could invite your manuscript depends on the interest and availability of the current Board. Once you submit the form, we will give you an update in about 2–3 weeks on whether there are Editors who are interested in inviting your manuscript.

Review Timeline

Question: “who reviews manuscripts”.

Answer: All manuscripts are reviewed by the Editorial Board composed of doctoral students at Harvard University.

Question: “What is the HER evaluation process as a student-run journal?”

Answer: HER does not utilize the traditional external peer review process and instead has an internal, two-stage review procedure.

Upon submission, every manuscript receives a preliminary assessment by the Content Editor to confirm that the formatting requirements have been carefully followed in preparation of the manuscript, and that the manuscript is in accord with the scope and aim of the journal. The manuscript then formally enters the review process.

In the first stage of review, all manuscripts are read by a minimum of two Editorial Board members. During the second stage of review, manuscripts are read by the full Editorial Board at a weekly meeting.

Question: “How long after submission can I expect a decision on my manuscript?”

Answer: It usually takes 6 to 10 weeks for a manuscript to complete the first stage of review and an additional 12 weeks for a manuscript to complete the second stage. Due to time constraints and the large volume of manuscripts received, HER only provides detailed comments on manuscripts that complete the second stage of review.

Question: “How soon are accepted pieces published?”

Answer: The date of publication depends entirely on how many manuscripts are already in the queue for an issue. Typically, however, it takes about 6 months post-acceptance for a piece to be published.

Submission Process

Question: “how do i submit a manuscript for publication in her”.

Answer: Manuscripts are submitted through HER’s Submittable platform, accessible here. All first-time submitters must create an account to access the platform. You can find details on our submission guidelines on our Submissions page.

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• CORRESPONDENCE
• 02 April 2024

Adopt universal standards for study adaptation to boost health, education and social-science research

• Dragos Iliescu 0 &
• Samuel Greiff 1

University of Bucharest, Bucharest, Romania.

You can also search for this author in PubMed   Google Scholar

Goethe-University Frankfurt, Germany.

Research in health, education and social sciences cannot rely on the same measurement precision as that in the natural sciences, because it is based on reports and recordings of what people think, say or do. This generates issues of comparability and validity that are exacerbated by the need to adapt studies to different contexts and target populations.

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Nature 628 , 36 (2024)

doi: https://doi.org/10.1038/d41586-024-00970-4

Competing Interests

The authors declare no competing interests.

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Welcome to our landing page for AERA 2024. Browse our latest books and order titles below for 30% off using discount code MITPCONF when you order through the MIT Press bookstore. Offer valid online at mitpressbookstore.mit.edu through April 30th, 2024. Coupon does not apply to shipping, journals, or any other products or services and can not combined with other discounts or promotions. The coupon may not be redeemed for cash or store credit. Discount applies for US customers only. For assistance, email [email protected].

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Generative Artificial Intelligence in education: Think piece by Stefania Giannini

Artificial Intelligence tools open new horizons for education, but we urgently need to take action to ensure we integrate them into learning systems on our terms. That is the core message of UNESCO’s new paper on generative AI and the future of education . In her think piece, UNESCO Assistant Director-General for Education, Stefania Giannini expresses her concerns that the checks and balances applied to teaching materials are not being used to the implementation of generative AI. While highlighting that AI tools create new prospects for learning, she underscores that regulations can only be built once the proper research has been conducted.

Readiness of schools to regulate the use of AI tools in education

In May, a UNESCO global survey of over 450 schools and universities found that fewer than 10% have developed institutional policies and/or formal guidance concerning the use of generative AI applications. The paper observes that in most countries, the time, steps and authorizations needed to validate a new textbook far surpass those required to move generative AI utilities into schools and classrooms. Textbooks are usually evaluated for accuracy of content, age-appropriateness, relevance of teaching and accuracy of content, cultural and social suitability which encompasses checks to protect against bias, before being used in the classroom.

Education systems must set own rules

The education sector cannot rely on the corporate creators of AI to regulate its own work. To vet and validate new and complex AI applications for formal use in school, UNESCO recommends that ministries of education build their capacities in coordination with other regulatory branches of government, in particular those regulating technologies.

Potential to undermine the status of teachers and the necessity of schools

The paper underscores that education should remain a deeply human act rooted in social interaction. It recalls that during the COVID-19 pandemic, when digital technology became the primary medium for education, students suffered both academically and socially. The paper warns us that generative AI in particular has the potential to both undermine the authority and status of teachers, and to strengthen calls for further automation of education: Teacher-less schools, and school-less education. It emphasizes that well-run schools, coupled with sufficient teacher numbers, training and salaries must be prioritized.

Education spending must focus on fundamental learning objectives

The paper argues that investment in schools and teachers, is the only way to solve the problem that today, at the dawn of the AI Era, 244 million children and youth are out of school and more than 770 million people are non-literate. Evidence shows that good schools and teachers can resolve this persistent educational challenge – yet the world continues to underfund them.

UNESCO’s response to generative AI in education

UNESCO is steering the global dialogue with policy-makers, EdTech partners, academia and civil society. The first global meeting of Ministers of Education took place in May 2023 and the Organization is developing policy guidelines on the use of generative AI in education and research, as well as frameworks of AI competencies for students and teachers for school education. These will be launched during the Digital Learning Week , which will take place at UNESCO Headquarters in Paris on 4-7 September 2023. The UNESCO Global Education Monitoring Report 2023 to be published on 26 July 2023 will focus on the use of technology in education.

UNESCO’s Recommendation on the Ethics of Artificial Intelligence

UNESCO produced the first-ever global standard on AI ethics – the ‘Recommendation on the Ethics of Artificial Intelligence’ in November 2021. This framework was adopted by all 193 Member States. The Recommendation stresses that governments must ensure that AI always adheres to the principles of safety, inclusion, diversity, transparency and quality.

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USM’s Summer Field Program Offers Students Unique Coastal Research Opportunities

Mon, 04/01/2024 - 11:01am | By: Gabriela Shinskie

Jump aboard a research vessel and take in the beauty of the Mississippi Sound and unique barrier islands with the University of Southern Mississippi (USM) Gulf Coast Research Laboratory’s (GCRL) Summer Field Program, in which students can study marine science in a coastal environment.

Located in Ocean Springs, Miss, the Summer Field Program was established in 1947 at Magnolia State Park; for decades, the program has helped students gain valuable experiences in ocean and marine sciences. It is housed in USM’s School of Ocean Science and Engineering (SOSE), and is offered in two summer sessions, with in-person and online options for undergraduate and graduate students looking to learn more about the Mississippi Gulf Coast.

Dr. Laura Blackmon, associate director of the Marine Education Center, looks forward to the Summer Field Program’s 77 th year.

“The Summer Field Program will again bring expert marine science instructors together with students from across the region for amazing education experiences,” Dr. Blackmon said. “It has produced a wide network of alumni, including marine science researchers and educators working across the Gulf Coast and Coastal USM, as well as at numerous other colleges, universities, and marine labs nationwide.”

Classes are set both in a laboratory and field work setting, with USM research vessels allowing students to explore the Mississippi Sound. Overnight trips to the middle of the Gulf of Mexico allow students to fully study the beauty of the coastal habitats. On-site amenities include a dormitory, dining hall, library, and a research specimen museum.

The first session, offered in June, features courses such as shark biology, marine ecology, oceanography, coastal environments and restoration, and environmental photography. An online session offers a comprehensive overview of the biology of marine mammals.

The second session, offered in July, will focus on marine conservation and ichthyology, marine biology, and toxicology. An online session will be offered with a focus on marine invertebrate zoology. Academic credit will be awarded upon completion.

Dr. Kelly Darnell, director of the GCRL, described the uniqueness of the program and all it has to offer.

“Our Summer Field Program gives students the unique opportunity to live at the Gulf Coast Research Lab and be fully immersed in the environment and ecosystems they’re studying,” Dr. Darnell said. “For many students, this is their first experience with marine biology – I can’t think of a better or more memorable way to learn than to dive right in.”

A complete cost of undergraduate and graduate course fees along with room and board can be found online . A complete list of course offerings are available for both sessions. Admission deadline for early selection is April 5, 2024. The final deadline for all application materials to be submitted is May 1, 2024. For questions email , or call 228.818.8812.

Categories: Arts and Sciences Coastal USM

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University forum to feature award-winning fiction writer john green april 9, usm student awards day highlights scholarship, leadership, service, usm center for stem education distributes solar eclipse kits to 120 schools.

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Founded in 1906 in the city of Moscow, Pirogov Medical University—officially known as Russian National Research Medical University named after N. I. Pirogov— is one of the oldest medical universities in Russia.  The first lecture took place on September 26, 1906, with 206 students, and the first graduation ceremony was celebrated in 1912. The University claims to be the first university in Russia that started offering medical education to women in the Russian Federation.It independently carries out various research projects in medicine and has received the status of National Research University in 2010.The Library of Pirogov Medical University has a collection of more than 7,50,000 books. For world-class clinical training and diverse practical exposure, the University collaborates with more 120 hospitals across the city of Moscow. Pirogov Medical University started accepting international students in 1959. Presently, more than 8,000 students are studying medicine at the University, out of which about 700 are international students.  The University has a strong team of about 2,000 faculty members. Pirogov Medical University is approved by the Medical Council of India (MCI) and offers a 6-Year Program for MBBS in Russia. Students in India, who have qualified NEET, can apply for direct admission to the MBBS Program of Pirogov Medical University.

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To get admission to the MBBS Program of Pirogov Medical University, the student must qualify NEET-UG (National Eligibility cum Entrance Test-Undergraduate). 

Besides NEET-UG, there is no requirement to go through any additional entrance examination.

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• Pirogov Medical University was founded in 1906 in the Moscow city of Russia.
• In 1930, Pirogov Medical University organized the World’s first pediatric faculty.
• In 1963, Pirogov Medical University organized the World’s first biomedical faculty.
• In 2010, Pirogov Medical University received the status of National Research University.
• Presently, more than 8,000 students are studying at Pirogov Medical University, out of which about 700 are international students.

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Mbbs program, admission & support, medical licensing examination support, student life.

Founded in 1906 in the city of Moscow, Pirogov Medical University—officially known as Russian National Research Medical University named after N. I. Pirogov— is one of the oldest medical universities in Russia.  The first lecture took place on September 26, 1906, with 206 students, and the first graduation ceremony was celebrated in 1912. 

Focused on constantly improving the quality of education, the University entered the list of Times Higher Education World University Rankings and QS World University Rankings in 2019. 

The University claims to be the first university in Russia that started offering medical education to women in the Russian Federation. Among all milestones achieved by the University, two most celebrated achievements are that Pirogov Medical University created the world’s first pediatric faculty in 1930 and the world’s first biomedical faculty in 1963.

To provide students and visitors a glimpse into the decades of the glorious history of the University, Museum of the History of Pirogov Medical University was established in 1981, which continues to capture astonishing achievements of the University, its students, and members.

The University maintains a leading position in Russia by actively participating in activities of medical research and healthcare and delivering excellence in medical education and care. 

The University independently carries out various research projects in medicine and has received the status of National Research University in 2010. Conducting pre-clinical as well as clinical studies for a better understanding of human diseases, new medicines, and medical devices have been the center of research at Pirogov Medical University.  

To keep the students and healthcare professionals updated on the latest research and innovations in medicine, the University publishes its own scientific journal with articles on biomedical sciences and clinical medicine.

The Library of Pirogov Medical University has a collection of more than 7,50,000 books. Students can also access scientific journals and eBooks through the electronic library system. In collaboration with other universities, academic mobility and exchange programs are also arranged for students to help them get experience in other institutions and build new connections.

For the healthcare of locals, the University operates clinical centers in Moscow. Students are provided hands-on clinical training in these University-operated clinics and also involved in various clinical studies. For world-class training and diverse practical exposure, the University collaborates with more 120 hospitals across the city of Moscow.

Pirogov Medical University started accepting international students in 1959. Until now, the University has trained more than 80,000 doctors. Presently, more than 8,000 students are studying medicine at the University, out of which about 700 are international students.  The University has a strong team of about 2,000 faculty members.

Pirogov Medical University is listed in the World Directory of Medical Schools (WDOMS) and certified by the Educational Commission for Foreign Medical Graduates (ECFMG), United States of America. Pirogov Medical University is also approved by the Medical Council of Canada (MCC) and the Medical Council of India (MCI). The University offers a 6-Year Program for MBBS in Russia for local as well as international medical aspirants. Students in India, who have qualified NEET, can apply for direct admission to the MBBS Program of Pirogov Medical University.

Pirogov Medical University Faculty of Medicine 1 Ostrovityanov Str Moscow, 117997 Russian Federation

Pirogov Medical University offers a 6-Year MBBS Program in the Russian language. For international students, classes for initial years may be organized in English medium.

The Program for MBBS in Russia is focused on building a strong academic base with a pragmatic approach to education and medical research. To provide hands-on clinical experience, the students studying MBBS in Russia are involved in clinical training from the second year of MBBS. While education in classrooms and laboratories helps the students develop academic skills and sound theoretical understanding, clinical training in University-affiliated hospitals help them apply their knowledge into practice.

To get admission to the MBBS Program of Pirogov Medical University, you can apply online at Rus Education website.

Rus Education is duly authorized by the Russian Centre for Science and Culture (Cultural Department of The Embassy of the Russian Federation in India) to promote Russian Education among Indian Citizens. Rus Education is also an authorized associate of Pirogov Medical University. We facilitate one-window admission to the MBBS Program of Pirogov Medical University with no requirement of any donation or capitation and without any entrance examination.

Pirogov Medical University offers a healthy student life and an opportunity to experience life in Moscow, the capital city of Russia, and also the most vibrant and exciting location in the largest country in the world! 

For affordable accommodation of students and make their living experience safe and better, the University maintains a comfortable dormitory. Every room is shared by two or three students, and each floor has a shared kitchen where students can cook their food. Members of the dormitory help the newcomers to settle in their new homes. For the safety of the students, the University’s security team maintains 24-hour surveillance and is capable of providing emergency response, if required.

To help students adjust to life at university, it has a dedicated Student Support System in place. Every group of new students is assigned to two professors who guide the students not only about studying but about living as well, helping students adjust to the new environment and feel comfortable.

To keep students fit and active, Sports Center on the campus is equipped with facilities to play various sports, including badminton, basketball, volleyball, table tennis, swimming, football, hockey, chess, etc. Student can unleash their creativity by indulging in extracurricular adventures offered by Student Organizations and Societies. On the campus, there are ample opportunities for self-improvement and taking part in music, dance, sports competitions, and theater. 

For peer support, the University has a Student Council in place which offers support in academic as well as non-academic matters making student life stress free.

For the social upliftment and help students connect with the society and local people, they are involved in community and welfare organized by the University, including medical outreach, health awareness programs, and blood donation camps.  The University Volunteer Center organizes a number of volunteer activities to help students contribute to social causes.

Living in Moscow, students can explore its cultural heritage, museums, historic buildings, the world-famous Alexander Garden, and much more. For traveling in Moscow, students don’t face any problems, thanks to its convenient and cheap transportation system, especially the Moscow Metro.

With the charm of Moscow and all the student facilities and support services offered by the University, student life at Pirogov Medical University is a delight.

TOP MEDICAL UNIVERSITIES IN RUSSIA

Perm State Medical University

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Siberian State Medical University

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