International political processes of integration of education

Introduction: the study of the international dimension of education is usually reduced to a comparative analysis of the characteristics of education in different countries. The situation began to change at the end of 20th - beginning of 21st centuries due to the rapid development of globalisation processes (the formation of a transparency of national borders) and integration (deepening the cooperation between countries based on intergovernmental agreements). It had an impact on education, which was intensively internationalised (to acquire a wide international dimension). Despite the possible setbacks the process of internationalisation of education, the general vector of development is that this process will increase. The purpose of this article is to analyse what new challenges and opportunities are opened due to internationalisation of education (Russian education in particular). Materials and Methods: the study is based on the principles according to which education, on the one hand, depends on the transformation of the global political organisation of the world, on another hand - it is contributing to this transformation. Materials for the study are based on international agreements, which in particular are adopted in the framework of the Bologna process, and the results of scientific works of Russian and foreign scholars. Descriptive and comparative methods of analysis are widely used. Results: the analysis of the processes of internationalisation of education in the world has shown that, along with its traditional directions and aspects. It was noted that university begins to play a special role in the current world. It is shown that the specificity of education in Russia, which took shape due to a large territory and historical traditions, should be taken into account when forming a strategy for the development of the internationalisation of education in the country. Discussion and Conclusions: the specificity of Russia creates a risk of rupture of the Russian educational space into the European and the Asian parts with the relevant economic, social and other consequences. To avoid this, it is necessary, firstly, to intensify the cooperation between Russian higher education institutions throughout Russia. Secondly, Russia can become a kind of educational "bridge" between different regions of the world. It is concluded that joint research of specialists in international relations, teachers, psychologists, sociologists is needed to determine the main components of the new stage of integration of education.