The article explores the crisis of lacking the meaningful connection between teachers and students as a systemic problem of modern higher education. The author shows that current Russian legislation, specifically Federal Law No. 273-FZ, establishes the subject-object educational model, where a teacher is perceived as a mere service provider, whereas the student is treated as the only beneficiary of the educational outcome. A codification vacuum is observed. Under these conditions, any alternative models of educational relations (dialogue-based, intersubjective, event-related) are still not institutionally conceivable. Surveys of global and domestic literature indicate that existential separation is a systemic effect of the dominant subject-object educational model. This challenge is addressed through personal theories rather than established standards. Building an intersubjective (shared) academic community in a single cultural and semiotic space of the university is a practical solution to the existing challenge. An empirical study of the motivational and value profiles among medical students (n=659), utilizing k-means method, that either foster or obstruct the development of an educational community, highlights distinct divisions within the student population. Thus, the ontological group (49.4%) shares the semantic foundations of education and is ready to work together as members of a community; the inverse group (50.6%) exhibits instrumental alienation through utilitarianism or conformism. It is concluded that establishing an educational community cannot be a universal strategy and demands an individual approach. The regulations establishing the codification foundations for securing educational environments and overcoming institutional alienation are being examined.