The simulation of educational practices in the higher education is analysed taking into account the interviews with lecturers and students of Moscow universities (October 2018 to May 2019). Taking into account the analysis of conditions for simulating educational practices the author comes to following conclusion: the growth rate of simulating educational practices is a result of modernising content and structure of higher education in Russia, establishing its model, which includes state and market regulation. Higher education without sufficient financial, material, technical, human and other resources leads to simulating educational practices. Such imitation of educational practices by lecturers under current conditions implies, first, streamlining activities, and, second, reacting to their heavy workload. At the same time, it has been revealed that lecturers sabotage the policy of retaining students. The sabotage implies accurate execution of professional responsibilities and avoiding formalism. Simulating educational practices by students includes, first, rationalisation of educational sphere and, second, more or less regular confirming their social status and reaching their aim, i.e. diploma of higher education. The perception of simulating practices by lecturers is contradictory, as they admit the fact of imitation and define its forms, but deny the deviant or delinquent nature of the notion. Students generally admit simulating educational practices and understand its deviant or delinquent nature.