Yulia Chudinova: "Twelve thousand people are trained on our simulators every day."
The interview was provided by INNOVATIONS magazine.
The use of virtual reality in the B2B sector has grown at an impressive pace in recent years. However, unlike global players that focus on VR solutions for consumers, Russia is dominated by the development of VR/AR technologies for business. According to KPMG, 21% of companies are already actively implementing VR technologies to optimize operating costs. The demand from industrial enterprises for employee training using VR/AR solutions and simulators is also intensifying. The editors of INNOVATIONS talked about changes in the EdTech market and the use of innovative technologies for safe and effective training in working professions with Yulia Chudinova, CEO of SIKE. For more than 15 years, SIKE has been creating 3D/VR simulators for studying equipment design and training in a number of working professions, as well as 2D simulators for process plant operators training.
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INNOVATIONS:
How did you get the idea to go into innovative educational technologies and focus on working professions?
Yulia Chudinova:
– You could say that the stars aligned. Seventeen years ago, I joined SIKE as a student. A year later, I was offered a project that was fundamentally new for our company – to develop a simulator for training the technical personnel of one of our clients, a large metallurgical enterprise. We made one simulator, then another, then a third. This is how the department for the development of simulators first appeared, then the direction, and then we separated into a standalone company.
We focused specifically on working professions because 15 years ago there were already many solutions for the preparation of "white collars". But there was practically nothing for working professions. But they also need to be taught. And this is a big responsibility: to smelt metal, produce oil and gas products, generally manage technological processes and be responsible for product quality, and ensure the smooth operation of equipment. Therefore, developing training solutions that allow high-quality training of technical and maintenance personnel is an interesting and socially significant task for us.
How did you get the idea to go into innovative educational technologies and focus on working professions?
Yulia Chudinova:
– You could say that the stars aligned. Seventeen years ago, I joined SIKE as a student. A year later, I was offered a project that was fundamentally new for our company – to develop a simulator for training the technical personnel of one of our clients, a large metallurgical enterprise. We made one simulator, then another, then a third. This is how the department for the development of simulators first appeared, then the direction, and then we separated into a standalone company.
We focused specifically on working professions because 15 years ago there were already many solutions for the preparation of "white collars". But there was practically nothing for working professions. But they also need to be taught. And this is a big responsibility: to smelt metal, produce oil and gas products, generally manage technological processes and be responsible for product quality, and ensure the smooth operation of equipment. Therefore, developing training solutions that allow high-quality training of technical and maintenance personnel is an interesting and socially significant task for us.
“
INNOVATIONS:
How many working professions have you already covered and made simulators and e-courses for them?
Yulia Chudinova:
– We have two major areas of activity. This is the production of simulators and courses – both ready-made solutions and custom development.
In terms of out-of-the-box solutions, we currently have more than 100 professions covered, including the specifics of various technological units and processes. These are mainly metallurgy, the oil and gas industry, and working professions from the top 50.
We don't count custom-made decisions anymore. Our arsenal includes simulators for SSJ 100 aircraft builders, ship dispatchers on inland waterways, and electric vehicle repair mechanics. We make different simulators for many industries.
I can also note that we also have end-to-end solutions that are important for various professions, for example, courses in labor protection and industrial safety.
How many working professions have you already covered and made simulators and e-courses for them?
Yulia Chudinova:
– We have two major areas of activity. This is the production of simulators and courses – both ready-made solutions and custom development.
In terms of out-of-the-box solutions, we currently have more than 100 professions covered, including the specifics of various technological units and processes. These are mainly metallurgy, the oil and gas industry, and working professions from the top 50.
We don't count custom-made decisions anymore. Our arsenal includes simulators for SSJ 100 aircraft builders, ship dispatchers on inland waterways, and electric vehicle repair mechanics. We make different simulators for many industries.
I can also note that we also have end-to-end solutions that are important for various professions, for example, courses in labor protection and industrial safety.
“
INNOVATIONS:
Your company has been in the educational technology market for over 15 years. How has the demand for innovation in education changed over this time?
Yulia Chudinova:
– If we look globally at all these years, I would like to note the following. Previously, manufacturing companies used modern technologies to train technological personnel. Now companies are beginning to introduce innovative technologies for the training of service personnel, for example, hydraulic specialists, electricians, mechanics, and others, as well as for general areas such as "Cargo slinging", and "Work at heights".
From the point of view of training organizations, we see a change in the distribution of funds. Previously, preference was given mainly to equipment for preparing students in WorldSkills areas. In recent years, more and more educational organizations have begun to realize the benefits of using simulators, courses, and other innovative educational technologies in teaching students. There are more and more opportunities to purchase training software: separate funding and budgets for these items are being allocated.
Your company has been in the educational technology market for over 15 years. How has the demand for innovation in education changed over this time?
Yulia Chudinova:
– If we look globally at all these years, I would like to note the following. Previously, manufacturing companies used modern technologies to train technological personnel. Now companies are beginning to introduce innovative technologies for the training of service personnel, for example, hydraulic specialists, electricians, mechanics, and others, as well as for general areas such as "Cargo slinging", and "Work at heights".
From the point of view of training organizations, we see a change in the distribution of funds. Previously, preference was given mainly to equipment for preparing students in WorldSkills areas. In recent years, more and more educational organizations have begun to realize the benefits of using simulators, courses, and other innovative educational technologies in teaching students. There are more and more opportunities to purchase training software: separate funding and budgets for these items are being allocated.
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INNOVATIONS:
What trends are you currently observing in EdTech?
Yulia Chudinova:
– We work mainly with two sectors. These are companies, including manufacturing, and educational organizations. We started with large manufacturing companies, for which it was always the main thing that the simulators were made as realistic and efficient as possible, and that the e-courses were as interesting and useful as possible.
In many ways, it is manufacturing companies that are our main engine of development, the creation of fundamentally new products, directions, and features. They can afford to develop such exclusive products, which is not the case with most. Therefore, we began to create ready-made "out-of-the-box" solutions, in which we use all the best, most interesting, and most effective that we already know and can do. Thus, we are transferring corporate training trends to educational organizations.
At the same time, there are parallel trends in educational organizations regarding, for example, online courses: formats, and principles of construction. However, our company adheres to the requirements that the corporate market imposes since this approach allows us to hold the bar high.
It is also worth noting separately the trend that developers of entertainment, presentation, and advertising content are starting to make simulators for working professions. The problem is that a beautiful picture is only a small part of the simulator. The main value of the simulator is to form the correct behavioral skills in various situations, and for this, it is important to understand the production nuances, tasks, and problems. The ability to speak the same language with experts also plays an important role. And when a company does not have the necessary competencies, then quite unsuccessful solutions are often created. For example, now you can find a lot of simulators on the Internet in the areas of "Slinger", "Work at heights" and others. When we look at these simulators from an educational point of view and from the point of view of solving professional problems, we often feel like crying.
What trends are you currently observing in EdTech?
Yulia Chudinova:
– We work mainly with two sectors. These are companies, including manufacturing, and educational organizations. We started with large manufacturing companies, for which it was always the main thing that the simulators were made as realistic and efficient as possible, and that the e-courses were as interesting and useful as possible.
In many ways, it is manufacturing companies that are our main engine of development, the creation of fundamentally new products, directions, and features. They can afford to develop such exclusive products, which is not the case with most. Therefore, we began to create ready-made "out-of-the-box" solutions, in which we use all the best, most interesting, and most effective that we already know and can do. Thus, we are transferring corporate training trends to educational organizations.
At the same time, there are parallel trends in educational organizations regarding, for example, online courses: formats, and principles of construction. However, our company adheres to the requirements that the corporate market imposes since this approach allows us to hold the bar high.
It is also worth noting separately the trend that developers of entertainment, presentation, and advertising content are starting to make simulators for working professions. The problem is that a beautiful picture is only a small part of the simulator. The main value of the simulator is to form the correct behavioral skills in various situations, and for this, it is important to understand the production nuances, tasks, and problems. The ability to speak the same language with experts also plays an important role. And when a company does not have the necessary competencies, then quite unsuccessful solutions are often created. For example, now you can find a lot of simulators on the Internet in the areas of "Slinger", "Work at heights" and others. When we look at these simulators from an educational point of view and from the point of view of solving professional problems, we often feel like crying.
“
INNOVATIONS:
Each simulator is designed to develop certain skills but does not fully teach the profession. Are you planning to create virtual courses that can replace an entire full-time or part-time program for a particular profession?
Yulia Chudinova:
– When we started, we really made specific simulators for a specific position, that is, not for a profession as such. It was necessary to form the right skills for conducting technological processes in various situations at a particular workplace. For example, the steelmaker of the electric arc furnace No. 1 at plant N or the slab caster of the continuous casting machine No. 3 at plant S. We have been sticking to this concept for about five years.
At the same time, we were not only developing simulators but also observing how they are used. Based on the results of surveys and studies, we concluded that simulators alone are not enough, theoretical training is also needed.
Therefore, the next step was the development of integrated solutions for personnel training, which included 3 key stages of training. This is theoretical training, the study of the design of technological equipment, as well as the formation and development of the correct skills for conducting the technological process in various production conditions. Or performing other production tasks, depending on the profession.
At the same time, analyzing the market, ideas, and requests of our clients, we understood that we needed to move on – to develop comprehensive solutions that would allow students to be trained in the whole profession. That's the way we're going now.
Each simulator is designed to develop certain skills but does not fully teach the profession. Are you planning to create virtual courses that can replace an entire full-time or part-time program for a particular profession?
Yulia Chudinova:
– When we started, we really made specific simulators for a specific position, that is, not for a profession as such. It was necessary to form the right skills for conducting technological processes in various situations at a particular workplace. For example, the steelmaker of the electric arc furnace No. 1 at plant N or the slab caster of the continuous casting machine No. 3 at plant S. We have been sticking to this concept for about five years.
At the same time, we were not only developing simulators but also observing how they are used. Based on the results of surveys and studies, we concluded that simulators alone are not enough, theoretical training is also needed.
Therefore, the next step was the development of integrated solutions for personnel training, which included 3 key stages of training. This is theoretical training, the study of the design of technological equipment, as well as the formation and development of the correct skills for conducting the technological process in various production conditions. Or performing other production tasks, depending on the profession.
At the same time, analyzing the market, ideas, and requests of our clients, we understood that we needed to move on – to develop comprehensive solutions that would allow students to be trained in the whole profession. That's the way we're going now.
“
INNOVATIONS:
In your opinion, can virtual simulators completely replace the work of a teacher and the entire program of full-time or part-time education?
Yulia Chudinova:
– I don't think this should be done. Don't underestimate the importance of a teacher in the learning process. There are two main reasons for this. The first is that a teacher will always help you understand a question you do not understand. The second is that real production processes are not a linear, clear sequence. Many factors must be taken into account, known, foreseen, and felt during the performance of certain tasks, for example, when smelting metal. And no matter how good a simulator is, it will not explain all these nuances. The simulator will allow you to practice, and a competent teacher should explain why we did not get the desired result, for example, the desired temperature or the content of impurities in the metal. And then, together with your teacher, you can experiment on the simulator, and study how your actions or inaction affect the result. And only through such joint work comes the understanding of the essence of the ongoing processes and the importance of the timely execution of certain operations, the awareness of the possible consequences when making critical mistakes.
We see all this in our clients. Where our solutions are used under the guidance of a teacher, students get better results. Therefore, I would urge you not to take the easiest path and not take everything into the virtual space, including distance learning and self-study. And in specific cases, decide which topics to study online, and which ones with a teacher.
In your opinion, can virtual simulators completely replace the work of a teacher and the entire program of full-time or part-time education?
Yulia Chudinova:
– I don't think this should be done. Don't underestimate the importance of a teacher in the learning process. There are two main reasons for this. The first is that a teacher will always help you understand a question you do not understand. The second is that real production processes are not a linear, clear sequence. Many factors must be taken into account, known, foreseen, and felt during the performance of certain tasks, for example, when smelting metal. And no matter how good a simulator is, it will not explain all these nuances. The simulator will allow you to practice, and a competent teacher should explain why we did not get the desired result, for example, the desired temperature or the content of impurities in the metal. And then, together with your teacher, you can experiment on the simulator, and study how your actions or inaction affect the result. And only through such joint work comes the understanding of the essence of the ongoing processes and the importance of the timely execution of certain operations, the awareness of the possible consequences when making critical mistakes.
We see all this in our clients. Where our solutions are used under the guidance of a teacher, students get better results. Therefore, I would urge you not to take the easiest path and not take everything into the virtual space, including distance learning and self-study. And in specific cases, decide which topics to study online, and which ones with a teacher.
“
INNOVATIONS:
In your opinion, can virtual simulators completely replace the work of a teacher and the entire program of full-time or part-time education?
Yulia Chudinova:
– I don't think this should be done. Don't underestimate the importance of a teacher in the learning process. There are two main reasons for this. The first is that a teacher will always help you understand a question you do not understand. The second is that real production processes are not a linear, clear sequence. Many factors must be taken into account, known, foreseen, and felt during the performance of certain tasks, for example, when smelting metal. And no matter how good a simulator is, it will not explain all these nuances. The simulator will allow you to practice, and a competent teacher should explain why we did not get the desired result, for example, the desired temperature or the content of impurities in the metal. And then, together with your teacher, you can experiment on the simulator, and study how your actions or inaction affect the result. And only through such joint work comes the understanding of the essence of the ongoing processes and the importance of the timely execution of certain operations, the awareness of the possible consequences when making critical mistakes.
We see all this in our clients. Where our solutions are used under the guidance of a teacher, students get better results. Therefore, I would urge you not to take the easiest path and not take everything into the virtual space, including distance learning and self-study. And in specific cases, decide which topics to study online, and which ones with a teacher.
In your opinion, can virtual simulators completely replace the work of a teacher and the entire program of full-time or part-time education?
Yulia Chudinova:
– I don't think this should be done. Don't underestimate the importance of a teacher in the learning process. There are two main reasons for this. The first is that a teacher will always help you understand a question you do not understand. The second is that real production processes are not a linear, clear sequence. Many factors must be taken into account, known, foreseen, and felt during the performance of certain tasks, for example, when smelting metal. And no matter how good a simulator is, it will not explain all these nuances. The simulator will allow you to practice, and a competent teacher should explain why we did not get the desired result, for example, the desired temperature or the content of impurities in the metal. And then, together with your teacher, you can experiment on the simulator, and study how your actions or inaction affect the result. And only through such joint work comes the understanding of the essence of the ongoing processes and the importance of the timely execution of certain operations, the awareness of the possible consequences when making critical mistakes.
We see all this in our clients. Where our solutions are used under the guidance of a teacher, students get better results. Therefore, I would urge you not to take the easiest path and not take everything into the virtual space, including distance learning and self-study. And in specific cases, decide which topics to study online, and which ones with a teacher.
“
INNOVATIONS:
Do you have data from educational institutions or other studies on how the use of simulators affects learning outcomes?
Yulia Chudinova:
– Yes, we regularly conduct research and interview our clients. In a recent survey, respondents noted that the introduction of simulators and courses led to the following results. It made it possible to fulfill the requirements of the State standard and provide a specific area of training with electronic learning systems. Learning has become more attractive. The quality of graduates' training and engagement has improved. Training on production equipment has become safer, and opportunities for practical and laboratory work within the subject have expanded. There is no need to look for additional literature and make assignments for the independent work of students.
Teachers also note that they additionally use our solutions for conducting research and career guidance, for organizing vocational training and retraining courses, as well as professional competitions. For example, in December 2021, Severstal held an all-Russian competition for the best sinter specialist using the SIKE platform and simulators.
There is a lot to say about each of these points. But I will give only one quote from a teacher, which, in my opinion, is the most important:
"The heads of colleges, in which simulators have been introduced into the learning process, note that since the transition to dual training was made, employers began to note the high-quality training of graduates. Students come to the production and are much better oriented in real conditions. And all because during the training they not only see the operation of the equipment but also act as the operator of the control panel. Of course, this way they have a deeper understanding of their work and why they set the wrong mode, why they set the wrong speed, and what it might lead to in the end.
Do you have data from educational institutions or other studies on how the use of simulators affects learning outcomes?
Yulia Chudinova:
– Yes, we regularly conduct research and interview our clients. In a recent survey, respondents noted that the introduction of simulators and courses led to the following results. It made it possible to fulfill the requirements of the State standard and provide a specific area of training with electronic learning systems. Learning has become more attractive. The quality of graduates' training and engagement has improved. Training on production equipment has become safer, and opportunities for practical and laboratory work within the subject have expanded. There is no need to look for additional literature and make assignments for the independent work of students.
Teachers also note that they additionally use our solutions for conducting research and career guidance, for organizing vocational training and retraining courses, as well as professional competitions. For example, in December 2021, Severstal held an all-Russian competition for the best sinter specialist using the SIKE platform and simulators.
There is a lot to say about each of these points. But I will give only one quote from a teacher, which, in my opinion, is the most important:
"The heads of colleges, in which simulators have been introduced into the learning process, note that since the transition to dual training was made, employers began to note the high-quality training of graduates. Students come to the production and are much better oriented in real conditions. And all because during the training they not only see the operation of the equipment but also act as the operator of the control panel. Of course, this way they have a deeper understanding of their work and why they set the wrong mode, why they set the wrong speed, and what it might lead to in the end.
“
INNOVATIONS:
In addition to colleges and manufacturing companies, do additional vocational education centers and commercial schools contact you?
Yulia Chudinova:
– Universities and centers of additional professional education are also our regular customers. But commercial schools, as well as schools in general, buy products from us quite rarely.
In addition to colleges and manufacturing companies, do additional vocational education centers and commercial schools contact you?
Yulia Chudinova:
– Universities and centers of additional professional education are also our regular customers. But commercial schools, as well as schools in general, buy products from us quite rarely.
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INNOVATIONS:
What can you say about current trends in the use of online courses?
Yulia Chudinova:
– Some educational organizations are currently not using the possibilities of distance learning at all, in particular online courses. There are many reasons for this. Low level of computer literacy, poor understanding of the capabilities of distance learning systems (DLS) and the benefits of implementing online learning, misunderstanding of the process of implementing DLS. We can also note the low level of motivation of both teachers and management, and the lack of resources, both financial and human.
Some organizations are actively implementing online courses. This process is especially active in universities. But in this case, it should be noted that the largest part of the content in such an educational environment is "talking heads" (video recordings of lectures), presentations that are more like rewritten textbooks, and ordinary files that are uploaded to the DLS or portal.
Often the main thing in such materials is the quantity and volume, and not the quality and format of presentation. As a result, it is not only difficult for students to work with such content, but also terribly boring. It turns out that a lot of effort has been spent on creation, but the degree of uptake of content is low. Organizations that have both DLS and good online courses are still in a significant minority.
What can be done to change the situation? There is no silver bullet, you need a set of solutions. But I would single out one of the most important factors – there should be people in education who are willing and ready to implement all these changes. You can buy expensive equipment, programs, and DLS. But if there are no people who will make it all work, it will be money down the drain.
What can you say about current trends in the use of online courses?
Yulia Chudinova:
– Some educational organizations are currently not using the possibilities of distance learning at all, in particular online courses. There are many reasons for this. Low level of computer literacy, poor understanding of the capabilities of distance learning systems (DLS) and the benefits of implementing online learning, misunderstanding of the process of implementing DLS. We can also note the low level of motivation of both teachers and management, and the lack of resources, both financial and human.
Some organizations are actively implementing online courses. This process is especially active in universities. But in this case, it should be noted that the largest part of the content in such an educational environment is "talking heads" (video recordings of lectures), presentations that are more like rewritten textbooks, and ordinary files that are uploaded to the DLS or portal.
Often the main thing in such materials is the quantity and volume, and not the quality and format of presentation. As a result, it is not only difficult for students to work with such content, but also terribly boring. It turns out that a lot of effort has been spent on creation, but the degree of uptake of content is low. Organizations that have both DLS and good online courses are still in a significant minority.
What can be done to change the situation? There is no silver bullet, you need a set of solutions. But I would single out one of the most important factors – there should be people in education who are willing and ready to implement all these changes. You can buy expensive equipment, programs, and DLS. But if there are no people who will make it all work, it will be money down the drain.
“
INNOVATIONS:
What are your forecasts for the development of this market for the next 3-5-10 years?
Yulia Chudinova:
– It is very difficult to make any forecasts, not only for such a long term but also in the short term. Coronavirus, sanctions against Russia – all this affects demand and its structure. And sometimes in completely unexpected ways. For example, during the pandemic, we expected an increase in demand for online learning products. However, a large share of orders then was for the development of offline products.
Also, over the past years, we regularly hear that the share of VR simulators in 2–3 years will increase so much that it will be in every enterprise. But time goes by, and there is no explosive growth. Yes, we see a significant increase in demand for this type of simulator, but it is well below the forecast. At the same time, it can be noted that often the choice of VR simulators is due to fashion, which can affect the achievement of business goals. VR simulators are suitable for certain types of professions and tasks but are completely unsuitable for others.
In general, it can be noted that in the past few years, the demand for various types of products has been very different from year to year and depends on many factors. Using our statistics as an example, I can't say that there is an unambiguous trend of growth or decline in some segments. For example, the demand for the development of simulators in 2018 was 75% (of the total volume of orders), in 2019 – 33%, in 2020 – 83%, and in 2021 – 36%. Accordingly, the demand for "out-of-the-box" solutions jumps: in 2018 – 25% (of total orders), in 2019 – 67%, in 2020 – 17%, and in 2021 – 64%.
We keep a rating of the most popular products among our clients. It also changes from year to year. For example, in 2021 the most popular products in the course segment were: "Repairman", "First Aid", and "Rules for the operation of pressure vessels". Among the simulators for studying the design of equipment (SIKE 3D Atlases) are "The device of hydraulic pumps", "The device of electric motors", and "The device of valves". Among the 3D/VR simulators are the SIKE virtual simulator complex, industrial equipment repairman "Hydraulic pumps", 3D simulator "Slinger", and virtual simulator of a repairman "Electric motor repair". Among the 2D simulators are "Converter steelworker", "Arc steelmaking furnace steelworker", and "Ladle furnace unit steelworker".
Our company continues to develop all areas. Electronic courses for theoretical training, 3D/VR simulators for studying the design of equipment, training in a number of working professions, and 2D simulators for training process plant operators.
What are your forecasts for the development of this market for the next 3-5-10 years?
Yulia Chudinova:
– It is very difficult to make any forecasts, not only for such a long term but also in the short term. Coronavirus, sanctions against Russia – all this affects demand and its structure. And sometimes in completely unexpected ways. For example, during the pandemic, we expected an increase in demand for online learning products. However, a large share of orders then was for the development of offline products.
Also, over the past years, we regularly hear that the share of VR simulators in 2–3 years will increase so much that it will be in every enterprise. But time goes by, and there is no explosive growth. Yes, we see a significant increase in demand for this type of simulator, but it is well below the forecast. At the same time, it can be noted that often the choice of VR simulators is due to fashion, which can affect the achievement of business goals. VR simulators are suitable for certain types of professions and tasks but are completely unsuitable for others.
In general, it can be noted that in the past few years, the demand for various types of products has been very different from year to year and depends on many factors. Using our statistics as an example, I can't say that there is an unambiguous trend of growth or decline in some segments. For example, the demand for the development of simulators in 2018 was 75% (of the total volume of orders), in 2019 – 33%, in 2020 – 83%, and in 2021 – 36%. Accordingly, the demand for "out-of-the-box" solutions jumps: in 2018 – 25% (of total orders), in 2019 – 67%, in 2020 – 17%, and in 2021 – 64%.
We keep a rating of the most popular products among our clients. It also changes from year to year. For example, in 2021 the most popular products in the course segment were: "Repairman", "First Aid", and "Rules for the operation of pressure vessels". Among the simulators for studying the design of equipment (SIKE 3D Atlases) are "The device of hydraulic pumps", "The device of electric motors", and "The device of valves". Among the 3D/VR simulators are the SIKE virtual simulator complex, industrial equipment repairman "Hydraulic pumps", 3D simulator "Slinger", and virtual simulator of a repairman "Electric motor repair". Among the 2D simulators are "Converter steelworker", "Arc steelmaking furnace steelworker", and "Ladle furnace unit steelworker".
Our company continues to develop all areas. Electronic courses for theoretical training, 3D/VR simulators for studying the design of equipment, training in a number of working professions, and 2D simulators for training process plant operators.
“
INNOVATIONS:
You have over 600 clients worldwide. What countries are they from and what has changed in cooperation since the start of the special military operation?
Yulia Chudinova:
– Our key clients were from Russia, Kazakhstan, and Ukraine. Accordingly, due to recent events, we have completely stopped working with Ukraine, and Kazakhstan has taken a wait-and-see attitude. At the same time, volumes in Russia have increased dramatically. The other countries had an insignificant share. So far, we do not disclose our plans for these countries.
It can also be noted that at present, interest in innovative educational technologies and their financing has sharply increased, which is a key point both from training organizations and manufacturing companies.
___________
The interview was conducted by Maria Usenko, INNOVATIONS.
You have over 600 clients worldwide. What countries are they from and what has changed in cooperation since the start of the special military operation?
Yulia Chudinova:
– Our key clients were from Russia, Kazakhstan, and Ukraine. Accordingly, due to recent events, we have completely stopped working with Ukraine, and Kazakhstan has taken a wait-and-see attitude. At the same time, volumes in Russia have increased dramatically. The other countries had an insignificant share. So far, we do not disclose our plans for these countries.
It can also be noted that at present, interest in innovative educational technologies and their financing has sharply increased, which is a key point both from training organizations and manufacturing companies.
___________
The interview was conducted by Maria Usenko, INNOVATIONS.