BELARUS STATE
ECONOMIC UNIVERSITY

31.07.2026

"Speaking the Same Language as Generation Z": Young Professional Valeria Korotyshevskaya on the Secrets of Trust and Discipline in the Classroom

Just recently, she was a student at the Faculty of Physics and Mathematics, and today she enters the classroom with the new, responsible role of instructor. Such a transition is always a significant challenge, requiring not only deep knowledge but also the ability to balance discipline with an understanding of young people's interests. Valeria Korotyshevskaya, an assistant professor in the Department of Industrial Marketing and Communications, spoke about her first steps in the profession, the importance of planning, and how to transform the classroom into a platform for bold experiments.

— Valeria Dmitrievna, you were recently a student at BGEU, and today you're standing on the other side of the classroom. What emotions did you experience when you first entered the classroom as a teacher?

— During my first class as a teacher, I was very nervous and even afraid, but I was able to overcome them thanks to a well-thought-out lesson plan. I prepared long and diligently for the lesson, thinking through not only the tasks we would complete but also what and how I would speak, even rehearsing my first few sentences. In fact, my nervousness was similar to what I felt as a student when I had to speak at the board in front of the entire class.

Of course, with time and experience, the nervousness subsides. As I already mentioned, a detailed lesson plan is very important to me. When you're confident in your knowledge of the material, fear dissipates. Incidentally, this is a universal rule: it works equally well for both teachers and students.

— Your youth is not only a challenge but also, of course, a huge advantage. Students and teachers represent different generations. How do you manage to speak the same language with students, be "one of them," and still maintain your authority as a teacher, ensuring discipline and respect?

— The small age difference between me and my students allows me to understand their interests and what they discuss between classes. Even if I don't share some of the interests and hobbies of the younger generation, I accept their choices and won't judge them. My youth also helps me not only understand my students but also ensures that they aren't afraid to approach me.
However, I still struggle to find a balance, as students are quick to seize the opportunity to be distracted from the lesson. And often, out of fear of losing my authority and respect, I try to appear sterner and colder than I actually am. Therefore, I'm still working to maintain discipline in the classroom while still making the lesson interesting and engaging. One of my working methods is to establish clear rules at the very first meeting with a new group. And I present them not as orders, but as a mutual agreement that makes our interactions comfortable and productive.

— The Department of Industrial Marketing and Communications is a strong team. Do you remember your first day at the department? How were your colleagues received you, and which experienced faculty members became mentors, helping you settle into your new role?

— Of course, I remember. I was nervous and even a little scared, but the team welcomed me warmly from the first day. My colleagues are not just helpful, but also true professionals. I think the fact that I had recently graduated from this department and knew everyone personally also played a role in their reception. However, this also presented a certain challenge: I had to literally overnight transition from student to colleague and learn to interact with former faculty members as equals. And I succeeded. Vasily Sergeyevich Protaseni's mentorship was especially valuable along the way: as a wise leader, he helped me quickly integrate into the work, and I still feel his support.

— You teach industrial marketing. This field is rapidly changing: digitalization, new communication channels, and technology. What key skills do you try to instill in students to ensure they are in demand in modern business? And how closely do your curricula adapt to the needs of the real sector?

Indeed, marketing is a field in which we cannot stand still. What we cover in September classes may become irrelevant by the end of the academic year. The rapid development of artificial intelligence, which is actively used in marketing, is also having a significant impact. This is not a bad thing; it facilitates and accelerates many processes. The main thing is to use it wisely, test the results, not delegate all the work to it, and rely primarily on your own strengths and skills.
Even instructors can't always keep up with changes in marketing, but we are constantly working on this, updating programs, selecting modern materials for classes, and implementing new technologies.
But the most important thing students need to understand is that they cannot stand still and must constantly learn new things and develop. Some of what's studied at university may be outdated by the time you graduate, so it's important not only to gain knowledge immediately but also to make it a habit to constantly keep up with the industry.

Students also shouldn't be afraid to make mistakes on student projects. This is the only stage in their professional life when mistakes are worthwhile. Outside of university, there won't be such a free platform for experimentation, so it's worth taking advantage of it. A failed project in the fourth semester is just experience, but a failed advertising campaign at work has reputational and financial consequences.

— FMK is traditionally known for its strong ties to business. As a young professional, how do you find a balance between classical theory and relevant cases from real-life Belarusian companies? Where do you draw inspiration for your lectures and seminars?

— It's important for me to keep my finger on the pulse: I monitor not only global trends but also news from Belarusian companies. In addition to reading specialized literature, I constantly study social media and brand websites, marketing agency reports, attend specialized exhibitions, and, of course, communicate with practitioners—often graduates of our department. In teaching, as in marketing itself, "visual expertise" plays a huge role—the habit of constantly analyzing how and why certain solutions work in real-world businesses.
In marketing, there's a concept called benchmarking. This is an analytical method that helps identify industry best practices, evaluate them, and apply them to your own business. Benchmarking is used to evaluate both direct competitors and companies from other industries—that is, anyone who can offer effective ideas and solutions. I use something similar in my classes: we analyze companies' marketing solutions, evaluate them, and take note of best practices.

—What inspires you most about the teaching profession? And what are the main challenges you face now, at the start of your career at BGEU?

In my fourth year of undergrad, I realized I wanted to try my hand at teaching. Even then, I realized one thing about myself: I'm not good at just one thing. I get bored. I need to teach, learn, and try new things—all at the same time. At university, you can do this: today I'm teaching a class, tomorrow I'm writing a research paper, and the day after, we're planning a festival with my students. What inspires me most about my profession is these opportunities, where I can simultaneously teach, learn, interact with young, energetic people, and prove myself.
The main challenge for me now is balancing teaching, graduate school, and my personal life without losing ground on any front.

— Do you plan to develop in academia, perhaps even pursue graduate school?

— For me, further development in academia is a logical extension of my work as a teacher. A teacher must constantly develop, learn new things, and improve their knowledge and skills. I've already completed advanced training, which has given me knowledge in educational and ideological work—I apply this knowledge both in the classroom and as a mentor. I'm currently undergoing retraining in psychology to better understand students and how to interact with them. And in the new academic year, I'll be enrolling in graduate school to delve even deeper into marketing theory, particularly its digital aspects, and to pass on this knowledge to my students.

— Looking at my students, what would you wish for them? What's the main piece of advice you'd give to those just starting out in marketing and communications?

— I wish all my students success. Not the kind measured by their job title, but the kind that makes them want to go to work in the morning. This is the most valuable indicator for a teacher: if graduates enter the profession with a sparkle in their eyes, it means the teachers and the university did everything right.
And to those just starting out in marketing, I want to say two things.

First: develop your reflection skills. Marketing is an extremely dynamic field, where it's tempting to blindly copy every new trend. However, a specialist's true value lies not in their speed of reaction to trends, but in their ability to stop and evaluate the feasibility of their chosen path. The ability to justify every action is what truly sets a professional apart.
Second: remember that in marketing and business in general, confidence and a focus on results play a huge role. But a specialist's confidence isn't something you're born with. It's something that grows with each completed project, with each solved problem, even if it initially seemed insurmountable. Therefore, if you strive and work hard, confidence will emerge. And with it, results.