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The purpose of the article is to develop a new institutional approach to build the social market economy, which would allow balancing traditions and innovations, stability and technological progress in view of the specifics and priorities of the national economy, based on which regional models of social management will be built. The research study is performed to develop new institutional approach by the example of modern Russia by determining the institutional matrix of social management in economies of the regions that achieved the highest progress in formation of the social market economy.

The authors use the proprietary methodology of evaluating the level of sociality of state management in region's economy, which includes the estimate formula and the scale for qualitative treatment of the results. The research subjects are top ten regions of Russia listed in the quality of life index in the year 2019.

The authors determine the regression dependence of the sociality index of state management in region's economy on the selected factors and compile the equation of multiple linear regression, as well as determine the optimal influence of the factors on state management of region's economy for increasing its sociality to the maximum level possible.

The specifics of building the social market economy in Russia are determined. Based on the established national peculiarities of the social market economy in Russia, the institutional matrix of social management in the Russian regions' economy is developed and it allows for optimal balance of stability and sustainability with innovations and digitalization.

The purpose of this paper is to provide an insight into the extent to which faculty have adopted technology-enhanced learning in the delivery of undergraduate programmes to a largely international cohort, and indirectly the barriers that may be preventing a more widespread use of technology.

The enquiry takes a cross-disciplinary approach to explore how technology is used in the delivery of international programmes in France and Russia; the focus lies at the intersection of technology-led learning and managing cultural diversity. A face-to-face survey is used to gather the more specific information about teaching practices at each institution.

The findings of the survey strongly suggest that technology acceptance and technology awareness are influenced by a number of complex factors in this particular cultural context. The study concludes by discussing various recommendations for integrating technology into courses delivered across the partner institutions.

The two institutions are based in “second cities” but they do not reflect a nation-wide attitude to using technology for teaching purposes. The findings cannot be extrapolated beyond this relatively restricted geographic sample.

Existing studies often discuss and compare student reactions to technology-enhanced learning but there is a gap in the understanding of the broader factors that can influence the delivery of course materials using technology. The perception and usage of internet technology can vary considerably across different cultures and linguistic communities, and this factor can have an impact on the way a course is delivered.