Introduction. The modern development of the higher education system in Russia is driven by the need for effective technological and economic growth of the country, aimed at technological leadership and sovereignty, as well as external and internal challenges (shortage of qualified personnel, geopolitical changes, technological shifts). Practical orientation and fundamental training are becoming the key characteristics of the new model of higher education.
Aim. To substantiate the conceptual base for designing higher education programmes based on the analysis of existing domestic methodological approaches and educational practices of foreign countries (China, USA).
Methods. The study used content analysis of regulatory documents, scientific and methodological publications, and expert evaluation of thematic materials obtained from open information sources.
Results. The study formulates principles that guide the didactic analysis of Russian higher education programmes and proposes groups of analytical criteria (axiological, substantive, instrumental). These criteria help ensure that, at the design stage, the goals (learning outcomes) set in the programmes are balanced with the conditions required for their effective achievement during implementation.
Scientific novelty. The study proposes methodological approaches to the didactic analysis of higher education programmes that make it possible to justify differences in programme duration and content within the emerging new model of Russian higher education.
Practical significance. The proposed principles can serve as a methodological basis for the work of educational programme designers and accreditation experts, as well as for improving the regulatory and methodological support of educational processes in universities.