Psychological and Pedagogical Aspects of University Admission

Campaign in Russia in the Period of COVID-19 Pandemic

Tatiana Isaeva

and Vera Petrova

Rostov State Transport University, 2, Rostovskogo Strelkovogo Polka Narodnogo Opolcheniya Sq.,

Rostov-on-Don, 344038, Russia

Keywords: Covid 19, Pandemic, Education, Distant Learning, Applicants, University, Admission Board, Admission

Campaign, Enrollment, Unified State Exams (USE).

Abstract: The admission campaign to Russian universities in 2021 has a number of features due to the very nature of

the period as it was organised totally in a distant way in the conditions of COVID-19 pandemic and some

radical changes taken in its procedure by federal educational authorities. There are a number of evidences that

it had problematic and unpredictable character that caused nervous stresses and influenced psychological state

of the participants of enrolment process. On the basis of theoretical and practical methods of study some

contradictions are singled out: between comparatively high scores of school graduates achieved at USE in

2021 and reduction of enrolment scores to regional universities; between certain raise in school graduates’

population and insufficient number of students during enrollment to many regional universities. The research

managed to determine the aspects of admission campaign that caused the most severe psychological stresses

among the applicants and their parents. The suggested recommendations can help the members of the

admission boards and the parents to render the future school graduates psychological assistance in the

conditions of COVID-19 pandemic.

1 INTRODUCTION

The admission campaign for the enrollment of

applicants to higher educational institutions is

annually subjected to detailed statistical analysis due

to the fact that its results can be used to judge various

demographic trends in the state (Pavlov and

Katsamakas, 2020; Gabrielson et al., 2021); the

prestige of higher education in the country in general

and in individual universities in particular (Mahajan

and Patil, 2021); to assess public opinion on the most

popular professions (Hanson et al., 2020), as well as

on the quality of secondary school leavers’ training

(Mengash, 2020). The data obtained from the results

of this analysis allow to make more competent

planning of educational policy in the field of higher

education both at the level of individual universities,

regions, as well as the country as a whole (Pal et al.,

2021), to determine more reasonably the admission

targets for each university program basing on the

need for highly qualified personnel in certain

https://orcid.org/0000-0002-7338-9198

https://orcid.org/0000-0001-5154-1876

professions and make competent adjustments to the

content of the Unified State Exams (USE) of school

graduates (Chamilco et al., 2021; Luk’yanova A.,

2021; Mengash, 2020).

The admission campaign to the universities of the

Russian Federation in 2021 took place under

conditions of full distant interaction with the

applicants due to the threat of coronavirus spreading.

In addition, precisely explaining the taken decisions

by the COVID-19 pandemic, the Ministry of Science

and Higher Education of the Russian Federation

(further on, MSHE) developed new rules for enrolling

applicants, which turned out to be extremely

unpopular among applicants and their parents

(Luk’yanova A., 2021; Failure, 2021). However, only

mass media talk about the “failed” nature of this

admission campaign (Luk’yanova A., 2021;

Luk’yanova I., 2021), while in scientific publications

this issue has not found adequate coverage yet.

Therefore, there is an urgent need to provide a

scientific justification for those psychological

Isaeva, T. and Petrova, V.

Psychological and Pedagogical Aspects of University Admission Campaign in Russia in the Period of COVID-19 Pandemic.

DOI: 10.5220/0011110900003439

In Proceedings of the 2nd International Scientiﬁc and Practical Conference "COVID-19: Implementation of the Sustainable Development Goals" (RTCOV 2021), pages 77-83

ISBN: 978-989-758-617-0

problems that emerged during the admission

campaign and to develop pedagogical

recommendations that could be used by university

admission authorities and parents to relieve the

emotional stress of applicants in the next years.

The purpose of the study is, firstly, to identify

situations associated with changes in the enrollment

procedure for applicants under the influence of the

consequences of the coronavirus pandemic, which

caused an unfavourable psychological stress among

the admission campaign participants, and secondly, to

find answers to a number of questions: 1 ) what are

the psychological and pedagogical consequences of

distance learning for school graduates during 2020-

2021, which was introduced as a forced measure in

the context of COVID-19 spread; 2) how distance

learning affected the opinion of parents and school

graduates about obtaining higher education; and 3)

what changes were noted in the level of school

leavers’ training, fixed in the results of the Unified

State Exams (USE). And, finally, thirdly, to offer

some recommendations of a psychological and

pedagogical nature that could improve the

atmosphere during the next admission campaigns.

2 MATERIALS AND METHODS

Educational policy in the field of higher education,

according to a number of researchers (Pavlov and

Katsamakas, 2020), should be based on a systematic

approach, which will take into account not only

financial and demographic indicators, but also

psychological and pedagogical factors that determine

the motivation of parents and applicants in obtaining

higher education, the degree of their confidence in the

possibility of employment in their specialty after

graduation and receiving a decent wage. In addition,

when determining the target figures for admission to

universities (i.e. fixed numbers of state-funded places

for students that are distributed among the

universities by the federal authorities), one should

take into account the views of several stakeholders:

government agencies, university administration,

applicants and their parents, as well as potential

employers, which also testifies in favour of a systemic

and interdisciplinary approach to the study of this

problem.

To carry out this research, theoretical and practical

methods were used: study of the results of scientific

publications on the theme under discussion; analysis of

statistical data published on the official websites of the

MSHE, as well as in several information aggregators;

survey and processing of empirical material.

3 RESULTS

3.1 Features of 2021 Admission

Campaign

In 2021, the admission campaign to the universities

of the Russian Federation was held according to the

updated rules based on the decisions of the MSHE,

set out in order No. 226, dated 01.04.2021. The main

distinguishing features of the new admission

procedure were:

- cancellation of the previously existing "second

wave" of admission, during which applicants had the

opportunity to send documents to other universities,

which they considered as "reserve", in case they were

not accepted for state-funded places during the "first

wave" of admission;

- applicants received the right to apply for

admission to five universities for 10 programs of

study; thus, each applicant received the right to

participate in 50 (!) admission competitions;

- instead of the original school certificate as in the

"pre-quarantine period", it was necessary to provide

the Application for Enrollment Consent (AEC) as a

document for admission, guaranteeing the

seriousness of the applicant's intentions, moreover,

this type of document could be "transferred" from one

university to another in a distant mode on the websites

of university admission boards.

3.2 Psychological Consequences of

Admission Procedure

These “innovations” created an atmosphere of

uncertainty and nervousness both among applicants

and their parents, and among members of admission

boards. When assessing the admission campaign in

2021, applicants and their parents used definitions

such as "chaos", "unpredictability", "the wildest

random", "mockery”, “humiliation”, "muddy water",

"Russian roulette", "fortune-telling on coffee

grounds" and others (Luk’yanova I., 2021). The

greatest difficulties arose due to the introduction of

only one "wave" of enrollment, since even school

graduates who had extremely high USE scores, and

among them even those who had 100 points, did not

get into state-funded places during the first and only

wave to the most prestigious universities in Moscow

and St. Petersburg and were forced to get enrolled in

paid tuition at regional universities (Luk’yanova A.,

2021).

RTCOV 2021 - II International Scientiﬁc and Practical Conference " COVID-19: Implementation of the Sustainable Development Goals

(RTCOV )

As objective indicators of the insolvency of the

changes made during the admission campaign, the

following should be noted:

- a drop in the passing score in many “non-top”

universities in the country;

- shortage of applicants for state-funded places

during one "wave", as a result of which many leading

and regional universities, including Moscow State

University (Departments of Law, Geography,

Journalism), Moscow Institute of Physics and

Technology (MIPT), Moscow Automobile and Road

Construction State Technical University (MADI),

National Research University "Moscow Economic

Institute", etc., were forced to announce an additional

enrollment;

- students who had high enough USE scores to

qualify for state-funded places after finding

themselves in a situation of confusion and uncertainty

decided to apply for commercial / paid places;

- the official websites of universities could not

stand the load on the last day and even the last hours

of enrollment and “collapsed”, which also

complicated the situation and distorted the objectivity

of the results;

- the opportunity given to applicants to submit

AEC both in electronic and paper form, as well as

using mail services, also introduced additional

difficulties in summing up the results, since some

postal items were greatly delayed.

All the events listed above, associated with an

insufficiently tested enrollment procedure, could not

but affect the psychological state of the participants

of this process, namely: applicants, their parents, as

well as members of admission boards. Applicants and

their parents in the survey indicated: "I’ve passed, but

my hair almost turned grey from the stress"; “All

universities closed the lists at 6 p.m., and my

daughter’s university - at 7 p.m. due to the different

location. And during the last hour, A-students who

had not passed to other universities “overflood” the

ranking lists. If there would have been a second wave,

my daughter would have passed. Now she is crying”;

“My daughter applied for a state-funded place, but

Herzen university's website collapsed, and when it

started working, she was below the “waterline” in the

list” (Lukyanova, 2021). At the same time, it should

be borne in mind that it was “extraordinary” school

graduates who underwent this psychological torture.

They were suffering the constant stress for the past

two years due to the difficulties associated with the

transition from full-time to remote education, and due

to the situation of uncertainty in the world, the

worries about their “nearest and dearest”. A study

conducted at 13 leading universities in Russia on

behalf of the MSHE, during which more than 60

thousand students, teachers and parents were

interviewed, showed that 75% of students during their

studies in the conditions of the coronavirus pandemic

displayed signs of a psychologically unfavourable

state and 20% of them had moderate and severe

depression syndromes (Vasil’eva, 2021). As noted in

a number of studies, transition to online learning, the

constant stresses due to the threat of getting infection,

lockdown periods and periods of social limitations

affect mental, physical, and social health of children

and young adult learners in grade school, middle

school, high school, college, and universities

(Hoofman, Secord, 2021). Besides, the researchers

point out that constant psychological stress during the

pandemic definitely lead to mental disorders and

mental health problems, that is why it is of crucial

relevance to study the effects of different changes in

the humans’ life during the pandemic. It can help to

overcome these mental and health problems and to

protect people beyond the pandemic (Pfeifer, 2021).

3.3 Reasons of Dropping Motivation to

Get Higher Education

Among the main reasons that influenced the decrease

in the motivation of applicants and their parents to

enroll in higher educational institutions and caused

nervous overstrain and stress, we can name the

following:

- the introduction of an insufficiently tested and

streamlined admission procedure in 2021, as a result

of which some applicants chose to postpone

admission until next year;

- doubts of applicants about the level of their

available knowledge and the compliance of their

training with the requirements of studying at

universities in view of the distant mode of educational

process in schools during 2020-2021 (Shi, 2021),

(Hoofman, Secord, 2021).

- the lack of confidence in the possibility of

getting a decent job after graduation (Hanson, 2020),

(Hensvik, 2021);

- the lack of special psychological and

pedagogical training among members of admissions

boards to relieve nervous tension and provide support

to applicants and their parents in conditions of

uncertainty.

4 DISCUSSION

It goes without saying that enrolment processes into

universities depend on a number of demographical,

Psychological and Pedagogical Aspects of University Admission Campaign in Russia in the Period of COVID-19 Pandemic

political, economic and social factors (Pavlov,

Katsamakas, 2020). Nevertheless, psychological and

pedagogical issues should attract special attention

during COVID-19 pandemic because this

unprecedented situation has influenced all the spheres

of the humans’ life, moreover, these effects have a

global character.

The first problem faced by many, mainly regional

universities in Russia in 2021, is insufficient number

of applicants for state-funded places. There could be

several reasons for this situation:

1) the consequences of the “demographic gap”

that has been observed in the population of Russian

school graduates for several years and which will

continue to affect their number for some time in

future, although in the last 2-3 years, there has been a

statistically significant increase in this population

group.

For example, in 2021, an increase in the number of

USE participants was recorded almost in all subjects

compared to 2020, and it is reflected in Table 1.

Table 1: Comparison of a number of USE participants

within two years.

School subjects

2020,

thousand

ers.

2021,

thousand

ers.

The Russian language 613 653

Profile Mathematics 362 365

Social Science 292 306

Biolo

124 127

sics 139 128

Histor

102 99

Informatics 83 94

Chemistr

81 93

The En

lish lan

e 81 87

Literature 46 48

Geo

11 14

Studying the same problem, i.e. of the decline in

the number of applicants in the USA universities,

O.V. Pavlov and E. Katsamakas associate it, first of

all, with a decrease in the number of young people

aged 18-20 years by 13-29 percent depending on the

state in the country. In their opinion, small

educational institutions located on the periphery of

the country will suffer most of all from this (Pavlov,

Katsamakas, 2020).

2) Refusal of school graduates from the idea of

obtaining higher education due to the new rules for

admission to universities;

3) the manifestation of a crisis of higher education

associated with a decrease in the quality of education,

failure of diplomas in the labour market, high cost of

training, the lagging of curricula behind modern

industries and technologies, etc.;

4) reduced mobility of applicants due to social

constraints caused by the COVID-19 pandemic;

5) increase of the prestige of education in

secondary vocational educational institutions, after

graduation of which the students have immediate

opportunity to start working in their specialty or enter

the university.

According to the survey (Failure, 2021), the

number of school leavers wishing to continue their

education at universities is steadily falling: in 2010

they accounted for 80% of the total number of

graduates finishing 9th and 11th grades of secondary

/ high school, in 2020 - already 48%, and in 2021 this

figure dropped to 43% (fig. 1). At the same time, one

in five of the parents surveyed (21%) said that after

school their child would go to college or technical

school. Parents indicated that the plans of graduates

in 2021 were influenced by circumstances related to

COVID-19: the quality of school-children's

knowledge decreased due to the introduction of

distant learning; children were not able to attend full-

time courses or tutors due to coronavirus restrictions,

the situation was further complicated by the reduction

of family income due to the economic crisis also

caused by the pandemic (Research Center, 2021),

(Maltsev, Shabalin, 2021).

Figure 1: School-leavers who wish to get higher education.

To understand this situation better, we can dwell

on the following information: according to the

available data, 50-55% of school-children left school

after 9-th grade in 2020-2021 with the intention to

start working or continue education in the secondary

vocational colleges (fig. 2).

Among those school-children who stay at school

after grade 9 the situation is ambiguous: out of 100

school-children in grade 10, only 40 graduates (40%)

continue their education, of which 17 (42.5%) want

to get higher education, but in practice no more than

12 of them apply for the universities (30%) (Failure,

2021). At the same time, the number of school-

graduates who prefer entering institutions of.

20%

40%

60%

80%

100%

2010 2020 2021

RTCOV 2021 - II International Scientiﬁc and Practical Conference " COVID-19: Implementation of the Sustainable Development Goals

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Figure 2: Preferences in education among 9-grade school-

children.

Technical and Vocational Education and Training

(TVET) is constantly growing (Maltseva and

Shabalin, 2021) (fig. 3). Therefore, Russian

universities, especially regional and medium-sized

ones, face an acute problem of insufficient number of

applicants.

The problem of the future employment of

university graduates, which has become even more

acute during the pandemic, has a global character, as

evidenced by numerous publications in foreign

scientific journals:

- the number of new vacancy postings fell by 40%

in the first three months of the COVID-19 pandemic;

- the activity of job seekers in the process of job

search decreased by 15% during the 3 months after

the COVID-19 outbreak;

- the graduates began paying more attention to less

prestigious and low-paid positions;

- the number of applications submitted per

vacancy increased by 25% over the same period

(Hensvik, 2021).

The team of medical scientists from several US

universities conducted a study of the degree of

satisfaction of the expectations of 3rd and 4th year

students regarding the organization of training in the

context of the Covid-19 pandemic and the prospects

for employment in local hospitals. The data obtained

indicate that 35% of respondents expressed concern

about the possibility of getting a job in the near future

due to the reduction of staff rotation processes in

hospitals. In turn, 68% of the respondents noted that

changes in the established system of real contacts

with employers and the provision of letters of

recommendation can also negatively affect their job

searching attempts (Hanson, 2020).

HE – Higher education

TVET - Technical and Vocational Education and Training

Figure 3: Distribution of educational interests of school-

graduates.

Another characteristic feature of the admission

campaign in 2021 was the following contradiction:

despite the fact that, according to Rosobrnadzor (i.e.

the authority that controls the work of educational

institutions), the results of the USE in 2021 remained

practically at the level of previous years. Table 2

shows that the results of physics and history are

comparable with the results of 2020, and the USE

participants passed the exams in Mathematics,

English, Literature, Computer Science, and Physics

even slightly better in 2021 than in the past

(Rosobrnadzor, 2021), the average score of applicants

who entered universities is much lower than in

previous years. This provision, of course, does not

apply to the country's leading universities, which

traditionally get the applicants with the best USE

results, and the average passing score in them reaches

285. For example, 575 applicants with 100 points

entered the Moscow State Institute of International

Relations, and 55% of all freshmen had a gold medal,

as a result, the average USE scores increased in all

departments of this university by 10-15%. An equally

popular university, the Higher School of Economics,

received such a number of winners of various

Olympiads that even applicants with 100 points could

not get state-funded places (Luk’yanova A., 2021).

However, if we are talking about regional

57,2

56,7

55,3

55,5

55,4

56,4

55,6

54,5

52,1

48,3

27,5

29,1

29,4

31,6

32,8

32,1

32,7

35,3

11,4

10,9

10,7

10,5

10,6

continued

their

education

at school

TVET

(training

of mid-

level

specialists

)

TVET

(training

qualified

workers

and

employee

76,2

76,1

77,1

74,174,1

73,2

71,1

67,1

15,9

14,8

12,7

14,3

16,9

18,8

17,5

17,4

20,6

100

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

TVET

Psychological and Pedagogical Aspects of University Admission Campaign in Russia in the Period of COVID-19 Pandemic

universities, then there has been a tendency towards a

decrease in the average score.

Table 2: Comparison of USE results within two years.

School subjects

2020,

avera

e score

2021,

avera

e score

The Russian lan

e 71.6 71.4

Mathematics 53.9 55.1

Social Science 56.0 56.4

Biolog

51.3 51.1

sics 54.5 55.1

Histor

56.3 54.9

Chemistr

54.2 53.8

The English language 70.9 72.2

Literature 64.9 66.0

Geo

59.9 59.1

Informatics 61.2 62.8

The problem of creating conditions of

psychological, technical, and legal nature - for the

selection of the best applicants has a global character.

H.A. Mengash notes that admission system should be

based on valid and reliable techniques in order to

select the best candidates capable to display very high

performance results while studying. In his article the

scientist proves that high school grade average,

Scholastic Achievement Admission Test score, and

General Aptitude Test score can be of great value

while predicting university performance before

admission. Unlike Russian admission procedure

where the applicants are to provide the results of

Unified State Exams (USE), the Suadi public

universities enrol students on the basis of three

criteria: the High School Grade Average (HSGA), the

SAAT, and the GAT. Moreover, each university has

the right to assign certain weights to each of these

tests depending on the programme or other conditions

(Mengash, 2020). Thus, we can state that Russian

system of USE is still far from being exhaustive and

absolutely trustworthy.

It should be noted that there is another feature of

the admission company in 2021, which affected the

psychological state of applicants and their parents: as

a result of social restrictions, applicants were not able

to get sufficient information about the universities.

According to Indian researchers P. Mahajan and V.

Patil, in the era of a pandemic, each university,

especially engineering institutions, should

completely change the preparatory campaign before

admission and focus on the image and reputation of

the educational institution, distance acquaintance of

applicants with the faculty and their scientific

achievements, on technical capabilities university,

etc. (Mahajan, 2021). Due to mainly remote character

of the contacts with applicants, it is necessary to

improve the content of the official university website

and, in particular, the technical system that provides

admission.

Thus, the admission campaign of 2021, which was

significantly influenced by the coronavirus pandemic,

showed a number of features compared to previous

years. Taking into account the fact that the pandemic

will continue for some indefinite time, all authorities

responsible for organizing the admission of

applicants to universities should find the most

effective measures to reduce nervous stress,

depression, insecurity, and confusion that young men

and girls experience in a completely unusual

situation.

5 CONCLUSION

The COVID-19 has made major changes in all areas

of life of the society, with the new way of life and the

economic and social consequences associated with

the pandemic being global in nature. However, along

with these objective reasons, sometimes rash

decisions of various authorities that are trying to carry

out social experiments without proper scientific and

practical reasoning become factors that provoke

nervous stress in the population.

The new rules of university enrolment campaign

in the Russia Federation can be treated as one of these

social experiments. Minister Valeriy Fal’kov

recommended the university administrations to pay

attention to the students’ mental health and “to

organize psychological support on the new level”

(Fal’kov, 2021).

Taking into account that in 2022 the “single

wave” type of the enrolment campaign with

insignificant alternations will go on, we consider the

following measures should be implemented to

improve pedagogical and psychological atmosphere

for future applicants and their families:

− to work out a system of psychological assistance

for the applicants to help them compensate for any

losses incurred by this pandemic and to better prepare

for future life in the conditions of pandemic;

−to organize a system of professional

development for the members of the university

admission boards, during which they will learn the

basics of psychological relaxation in the process of

communication with applicants and their parents;

−use technical and digital capabilities of

universities when updating the content of the official

university website, organizing the smooth operation

of the admissions board website, as well as finding

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the most effective means of advertising of the

university in the electronic environment in terms of

creating a positive image of the university, its faculty,

campus and technical facilities to attract more

applicants, as well as those school graduates who

have high USE scores.

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Psychological and Pedagogical Aspects of University Admission Campaign in Russia in the Period of COVID-19 Pandemic