Abstract:

The search for forms of integration into the European Higher Education Area (EHEA) that would enrich it with the experience of national educational systems and develop the latter in the context of dialectical interaction of systems and their competition. Methodology: in the process of research, comparative legal, dialectical formal legal, statistical, as well as other methods of scientific knowledge were used. The empirical basis of the research was compiled by normative legal acts in the field of higher education of Russia and foreign countries and local acts of a number of Russian universities whose experience is of interest to the study. The works of researchers in the field of education from a legal, pedagogical and economic point of view have been taken into account. In order to substantiate the author's position on the studied issues, statistical material was used by law enforcement agencies monitoring and supervising in the field of higher education, data from independent public organizations, the results of sociological studies of public opinion of interested groups of the population (students, faculty, employers). Basic content. The researchers consider the experience of the practical implementation of the Bologna communiqué with the conventions of ministries developing its principles that control the processes of education in the states of the European cultural space (European Civilization), to focus the reader's attention on socio-historical and objective-materialistic factors that prevent the convergence of educational systems, considering the first and second as conditions of dialectical communication that develops these systems into organic, successfully overcoming external resistance unity. Conclusions: Absolute unification of educational systems of different countries in order to interact without obstacles is impossible and not necessary. This will help to ensure healthy competition, scientific initiative, scientific and technological progress. The impact of the objective and materialistic factor of COVID-19 on educational systems, adopted as a civilizational challenge, proved the possibility of integration in new forms. European culture, which accepted similar challenges in historical retrospect, withstood the onslaught of the pandemic without separation. This indicates the need to support the dialectical communication of educational systems, the development of their areas free from standard measurement methods (the sphere of free creativity of scientists sent by their schools or inspiration).