Abstract:

In recent years, many universities around the world and in Russia have been searching for new educational technologies. Their impact on the success of students' education cannot be unambiguously positive or negative. The coronavirus pandemic identified the need to use distance learning for a long period of time and abandon traditional forms of interaction between teachers and students. This has led to significant changes in the educational strategies of Russian students and the emergence of problems in achieving educational success.

The purpose of the article is to analyze changes in the educational strategies of Russian students and their impact on the success/failure of training. Research problems:
1) identify the directions and features of changes in students' educational strategies under the influence of the pandemic;
2) describe the types of new educational strategies in terms of students' educational success/failure;
3) consider the factors of optimizing students' learning in the context of their educational strategies.

The object of research is students of Russian universities. The subject of the research is trends in changes in students' educational strategies in the context of a pandemic. Empirical base and research methods: a questionnaire survey of young people in the Sverdlovsk region (n=1042, 2020); a survey of University teachers in the Urals on the educational motivation of students and their readiness to study at the University (n=200, 2016-2018); focus groups of University students in Yekaterinburg (n=3, 2019, n=5, 2020).

Novelty of the research: educational strategies of Russian students in the context of the pandemic are identified; the relationship between students' educational strategies and their educational success/failure is shown; the typology of students' educational strategies in the context of social changes caused by the coronavirus pandemic is characterized.

Main results:
1. The directions and features of changes in students' educational strategies under the influence of the coronavirus pandemic are shown: 1) increasing spontaneity, self-determination, and autonomy in the educational strategies of one group of students; 2) the desire of another group to set goals, strengthen communication, and be active in organizing their educational activities.
2. Four types of new educational strategies of students are described in relation to the success/failure of their training. Situational strategy is determined by unsettled educational needs, a passive position in training, and dependence on the disciplinary educational context. This strategy leads to educational failure. The normative strategy is based on the passive position of students and their need for social and professional self-determination, the search for norms and social guidelines. This strategy often leads to educational failure rather than success. An active strategy is based on a strong educational need to achieve social and/or professional success and an active position for its implementation. The autonomous strategy is based on a strong individual need for self-realization and self-development in the face of increasing uncertainty.
3. Factors of optimization of students' learning in the context of their educational strategies are considered. Among them are social, economic, pedagogical, and psychological factors that influence the main directions of changes in students' educational strategies on the way to social and educational success.

Keywords:

Educational strategies, Russian students, types of strategies, educational success/failure, coronavirus pandemic.