PROFESSIONALIZATION OF MANAGEMENT EDUCATION

Pedagogical strategies for the formation of intercultural tolerance in the process of adaptation of foreign students to the educational environment of the Russian University

Authors

DOI: 10.25726/b1499-2158-0926-d EDN: BXHRSP

How to cite

GOST Basherov O. I., Baryshnikova O. V., Merzlikina N. I., Tereshina V. Y. Pedagogical strategies for the formation of intercultural tolerance in the process of adaptation of foreign students to the educational environment of the Russian University // Education Management Review. 2025. Vol. 15. No. 10-1. P. 23-33. DOI: 10.25726/b1499-2158-0926-d
APA Basherov, O. I., Baryshnikova, O. V., Merzlikina, N. I. & Tereshina, V. Y. (2025). Pedagogical strategies for the formation of intercultural tolerance in the process of adaptation of foreign students to the educational environment of the Russian University. Education Management Review, 15(10-1), 23-33. https://doi.org/10.25726/b1499-2158-0926-d

Abstract

The article is devoted to the development and empirical testing of a comprehensive pedagogical strategy for developing intercultural tolerance among international students in the course of their adaptation to the educational environment of a Russian technical university against the backdrop of increasing international academic mobility and the growing complexity of integration tasks. The aim of the study is to theoretically substantiate and evaluate the effectiveness of a multicomponent model targeting the cognitive, affective, and behavioral dimensions of tolerance, as well as to identify the relationship between the level of tolerance and academic achievement and satisfaction with learning. Materials and methods include a formative experiment on a sample of 348 first- and second-year students from Asia, Africa, the Middle East, and the CIS, divided into control (n = 172) and experimental (n = 176) groups; a modified E. Bogardus Social Distance Scale, G. U. Soldatova’s Tolerance Index, an author-designed questionnaire, and analysis of academic records were employed; statistical processing was carried out in IBM SPSS Statistics 26.0 using Student’s t-test and Pearson correlation. The developed strategy integrates diagnostic-prognostic, content-technological (workshops Dialogue of Cultures , project work in small international teams, a tutoring/buddy system), cultural-integration, and monitoring-and-evaluation blocks embedded in curricular and extracurricular processes. The results showed a statistically significant increase in tolerance levels in the experimental group across all components: cognitive (+40,83%), affective (+55,87%), and behavioral (+57,46%) at p 0.001, whereas in the control group the increase did not exceed approximately 10%; the total increase in the integral index amounted to 51.39% versus 9,76% in the control. Strong positive correlations were found between the integral tolerance index and grade point average (r = 0.638), timely submission of assignments (r = 0.591), and satisfaction with learning (r = 0.712), p 0.001. The discussion underscores that practice-oriented formats and tutoring support deliver the greatest effect, improving the socio-psychological climate and the potential for academic achievement; the strategy is universal, scalable, and can be adapted to the context of a particular university. Practical significance is reflected in reduced risks of culture shock and attrition, increased engagement, and enhanced international attractiveness of the university; recommendations are offered for institutionalizing the buddy system, embedding intercultural trainings into curricula, and monitoring tolerance as an indicator of the quality of the educational environment. Limitations relate to the context of a technical university and a two-semester observation window; future research avenues include analyzing long-term effects, differentiating programs for various cultural–linguistic groups, and assessing the cost-effectiveness of implementation.

Keywords

intercultural tolerance adaptation of international students pedagogical strategy project-based learning tutoring

References

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Issue

Vol. 15 No. 10-1 (2025): Education Management Review

Section

PROFESSIONALIZATION OF MANAGEMENT EDUCATION

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