This article is devoted to the investigation of Russia-China higher education cooperation. Both countries are involved in the modernization process in the framework of the global educational environment, which stimulates the achievement of a high level of teaching and provides a variety of research forms and international experience in joint adaptation. Special attention is paid to three main constituencies of academic innovative cooperation namely students’ engagement, lecturers and researchers’ involvement and creation of joint universities and research centers with their definite purposes, current status and priorities respectively. The article makes recommendations in terms of strengthening the bilateral Russian-Chinese educational process and overcoming the barriers that arise in this alliance.

Education system is viewed as an important constituent of sustainable development of a society. The spread of information technology reduces the need for mastering the computing apparatus of mathematics. On the other hand, firstly, the role of mathematics is not limited at least to its computing apparatus, the other components of the mathematical apparatus (for example, conceptual, methodological, etc.) and other aspects of mathematics (historical, activity, education of “intellectual honesty”, the formation of specific types of thinking, for example, geometric, ampect, linked with modelling, etc.) are also significant issues; secondly, the use of a computing apparatus is actually the final stage of other types of mathematical and “near-mathematical” activities. The article identifies three factors that ensure the relevance of mathematical education for the sustainable development: 1) the system of teaching mathematics should form the ability to use the mathematical apparatus for solving problems of business, management, engineering, social development, etc. (five components of this factor are highlighted); 2) focus on working with educational material at the level of typical strategies and methodology, not limited to typical algorithms; 3) presentation of mathematics as a multidimensional cultural phenomenon, in which scientific, technical, aesthetic, historical and economic as well as historical and social aspects are distinguished (this in many cases requires the processing of the teaching methods constituents, in particular, curricula alongside with the educational and methodological support).