Abstract
Introduction. Russian universities, long established in the global educational space, are currently facing a number of external challenges that require solutions to maintain their role as strategic partners in training modern professionals. One such solution is international accreditation, which confirms the quality of Russian education meets international standards. However, the accumulated empirical experience of Russian universities undergoing international accreditation lacks adequate theoretical understanding. The objective of this study is to analyze the results of international accreditation and develop recommendations aimed at expanding the opportunities for Russian universities to integrate into the global educational space through international accreditation.Materials and Methods. The empirical basis of this study is analytical data from expert reports, including the authors of this article, participating in international accreditation procedures from 2019 to 2025. The sample included 20 Russian universities that submitted 308 educational programs for international accreditation. The study’s methodology is based on an analysis of universities’ compliance with the standards and methodologies for independent education quality assessment established by the Russian Register Association, which form the basis of the international accreditation process.Results. Factors influencing the disparity in university participation in international accreditation, which reflects the existing socioeconomic gap between regions, are identified. Strengths of educational programs (formalized Quality Policy, compliance of educational programs with the Federal State Educational Standard, quality of resource provision, etc.) typical for most universities are identified. Areas for improvement and recommendations capable of elevating educational programs to a new level of quality, in line with international standards, are systematized.Conclusion. International accreditation has the potential to integrate Russian higher education into the global educational community and ensure recognition and trust in the quality of Russian education. A theoretical understanding and empirical substantiation of the accumulated empirical experience of international accreditation of Russian universities will allow university management and educational program directors to see relevant diagnostic cross-sections beyond the monolithic image of international accreditation. This realistic picture of the educational landscape, with identified strengths (vectors for benchmarking) and areas for improvement (red flags for internal audit), as well as proposed recommendations, will enable evidence-based development trajectories and integration of educational programs into the global educational space.