The scientific and educational cluster ‘The Arctic’ of Herzen university: Prerequisites for its establishment, opportunities and development prospects

Abstract

Introduction. This article examines the creation of the scientific and educational cluster ‘The Arctic’
at Herzen University as an innovative mechanism for the development of higher education. The prerequisites
for its creation are discussed, along with the practical possibilities of organizing the cluster.
Government policy designates Russia’s Arctic zone as a national security area. The primary aim of this
policy is to form a personnel reserve of highly qualified specialists motivated to work in the Arctic
across all areas of economic activity.
Materials and Methods. The research methodology includes a review of the regulatory documents
governing the strategic development of the Russian Arctic, as well as analysis and systematization
of existing research on personnel training for the Arctic. The study is theoretically grounded in the
cluster approach, which describes the organization and development of educational systems with a focus
on interdisciplinary training of personnel necessary for the specific conditions of the Arctic.
Results. The study identified a shortage of qualified personnel in the Arctic regions and developed
strategies to motivate students to explore the Arctic. The structure and main directions of the cluster’s
work in 2025–2026 have been approved. The authors consider the design of interdisciplinary curricula
and project activities as a key vector of higher education development. This vector is based
on career guidance with school students, a system of targeted pedagogical and professional education,
and collaboration with employers in the Arctic regions of Russia and leading research centers. The
development of partnerships and interdisciplinary research within the cluster will focus on the study
of territories with extreme physical and geographical characteristics, on the one hand, and high potential
for industrial development, on the other.
Conclusions. The findings suggest that combining the competencies of the teaching staff with the
capabilities and resources of the cluster’s partners will enhance the effectiveness of the educational
process and support the employment and professional growth of young specialists and researchers. The
study also highlights possibilities for popularizing knowledge about the Arctic and the North through
geography, history, and biology teachers, the introduction of thematic lessons in both secondary and
higher education curricula, publication of specialized educational literature, and conducting interdisciplinary
industrial practice in the Arctic regions.