The paper studies questions dealing with development of inclusive education in Russia at the current stage. The main approaches to the way inclusion is understood in the present-day post-Soviet space and its particularity as for the higher school are described. The essential and content-related characteristic of this term is discussed in detail. Comparative analysis of various approaches to the understanding of multi-dimensionality of inclusion as a pedagogical phenomenon has been performed. The review of scientific and academic literature by the Russian and foreign researchers who have touched on this range of problems is presented. The main focus areas of development in the process of understanding inclusive education are outlined. Key advantages of implementation of inclusion are systemized. An attempt is made to identify mechanisms that are able to ensure the equality of applicants to the higher-level educational institutions in full. The experience of using inclusive education in Russia is analyzed. With regard to this, main obligations and approaches of the state in relation to applicants and students having disabilities are considered, and conditions, principles and mechanisms of implementation of the current state policy as for the higher professional education are detailed. However, there remains a number of problematic points due to which not all advantages of inclusive education can be made use of to the full extent. The prevailing difficulties and possible ways of resolving them are also noted by the authors.

The article touches upon a relevant topic of national identity preservation in unrecognized states. The authors examine two polar approaches to defining the essence of unrecognized states and formulate their position. The main factors in the formation and preservation of national identity are identified and include family, the education system, and mass media. The influence of each factor is determined by the policy implemented by the state represented by its authorized bodies. Accounting for the effect of said factors, a range of problems hindering the development of national identity in youth living in unrecognized states is determined. The results of the conducted study allow concluding that the main problem uniting all unrecognized states regardless of their location lies in poor social and economic development. This, in turn, does not contribute to strengthening the position of the native language, traditions, and customs as the key elements of national and cultural identity.

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Authors analyze various points of view that have formed in the scientific community in relation to educational and intellectual tourism. There are fairly well-established views regarding the first type; scientists highlight the goal of implementing educational tourism, its subjects, etc. As for intellectual tourism, the situation is much more complicated due to the fact that in the Russian literature, there have been only a few studies devoted to theoretical research on this issue. Naturally, this creates gaps and, therefore, problems in the practical sphere. With this in mind, we attempted to clarify the conceptual apparatus of intellectual tourism. Based on the results of the study, it was concluded that educational and intellectual tourism have similar goals. However, they differ significantly from each other, which does not allow equating these two terms.