The article examines the development of technological sovereignty and cultural security through the lens of personnel training in higher education and science. The objective of the present study is to explore the potential of higher education and scientific research to address the challenge of training personnel who can simultaneously ensure the state’s technological independence and its cultural identity. The present study is grounded in systemic, integrative, and sociocultural approaches. The argument presented herein is based on logical-structural analysis, which posits that the achievement of national sovereignty should be regarded as a multi-level process occurring at the intersection of technological, educational and cultural sovereignty. At this nexus, education integrates demands for technological power and cultural identity, thereby ensuring personnel reproduction, security and long-term sustainability. The functions of cultural security within the higher education and science systems focus are in focus. The function of meaning formation and ideology (the preservation function) endows personnel with an axiological dimension, thereby facilitating the achievement of technological sovereignty and preventing the “alienation” of specialists in favour of foreign interests. The protective (stabilizing) function selects the borrowed educational technologies and models that erode cultural identity. The potential of the scientific school as an institution of national sovereignty is demonstrated. This has capacity not only for achieving technological leadership through the transfer of scientific knowledge but also mechanisms for transmitting the cultural code, reproducing the bearers of the national scientific tradition. It has been determined that the absence of a value-semantic core in the reproduction of personnel within the systems of higher education and science is incongruent with national interests and serves to diminish the capacity for competition in the global pursuit of human capital.