kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.20.3.02DUAKAUkvmolur-143Research ArticleСтатьиОптимизация образовательного сотрудничества стран БРИКС: перспектива теории симбиозаOptimizing BRICS Educational Cooperation: a Symbiosis Theory Perspectivehttps://orcid.org/0009-0002-2063-7263ДуЯньяньDuYanyan

Яньянь Ду

Далянь

Yanyan Du

Dalian

duyanyanduo@163.comhttps://orcid.org/0009-0005-2870-8400ВанЮэWangYue

Юэ Ван

Далянь

Yue Wang

Dalian

1539141254@qq.comЛяонинский педагогический университетКитайLiaoning Normal UniversityChina2025051020252031628Copyright © Ду Я., Ван Ю., 20252025Ду Я., Ван Ю.Du Y., Wang Y.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/143

   Являясь моделью партнерства южных стран, в том числе образовательного, объединение БРИКС инициировало новую парадигму сотрудничества. При этом увеличение количества стран в его составе предоставляет и новые возможности. Симбиотическое развитие сотрудничества в рамках БРИКС способствует взаимодополняемости образовательных ресурсов стран-участниц и росту их потенциала. Такое развитие имеет результатом воспроизводимую модель глобального образовательного сотрудничества Юг-Юг, вносит значительный вклад в создание более справедливой и инклюзивной международной системы управления образованием. В исследовании с позиции теории симбиоза анализируется структура образовательного сотрудничества в рамках БРИКС, исследуется его реальная конфигурация через призму четырех элементов: симбиотических единиц, моделей симбиоза, интерфейса симбиоза и среды симбиоза. В настоящее время образовательное сотрудничество БРИКС сталкивается с рядом проблем. Гетерогенность симбиотических единиц сдерживает динамику взаимодействия. Ограниченность моделей симбиоза препятствует развитию кооперации участников. В силу нарушения симбиотического интерфейса блокируются ресурсные потоки, симбиотическая среда ослабевает, появляется дефицит внешней поддержки. Необходимо развивать образовательное сотрудничество БРИКС такими средствами, как: усиление симбиотических единиц для активизации взаимодействия, оптимизация моделей симбиоза для повышения устойчивости сотрудничества, совершенствование интерфейса симбиоза для обеспечения беспрепятственных каналов коммуникации, а также укрепление стабильности среды симбиоза для содействия формированию симбиотической системы.

   As a model of South–South educational cooperation, BRICS has pioneered a new cooperative paradigm, with its membership expansion bringing new historical opportunities. The symbiotic development of BRICS educational cooperation not only promotes the complementarity of educational resources and capacity building among members but also offers a replicable model for global South-South educational cooperation, significantly contributing to a fairer and more inclusive international education governance system. From the perspective of symbiosis theory, the symbiosis structure of BRICS educational cooperation is clarified and the symbiosis pattern is considered based on four elements: symbiosis unit, symbiosis model, symbiosis interface and symbiosis environment. At present, the educational cooperation among BRICS is characterized by heterogeneity and lack of vitality. The mode of symbiosis is constrained and the deep cooperation is limited. The symbiotic interface is disordered and the flow of resources is blocked. The symbiotic environment is weak and external support is insufficient. In the future, we should promote the symbiotic development of BRICS educational cooperation through strengthening the symbiotic unit and releasing the vitality of cooperation; optimizing the symbiosis mode and increasing the stickiness of cooperation; improving the symbiotic interface and smoothing communication channels; enhancing the resilience of the symbiotic environment and promoting the symbiotic situation.

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The authors declare that there are no conflicts of interest present.