Methodological approaches to studying the educational environment using rating tools

Abstract

This article evaluates the existing methodologies for preparing the most renowned global rankings. Differences in the criteria used to compile the rankings are identified. The inadequacy of using these rankings in the education system is demonstrated. A methodological framework for using rankings to study the educational space (a ratings approach) is developed. The feasibility of using rankings to assess the state of the educational space and its development prospects is demonstrated. The application of the ratings approach is demonstrated in the testing of variable models for assessing and analyzing the educational space in various aspects. A classification of rankings based on their functionality, application methods, degree of objectivity, and applicability limits is presented.