Adaptation of international students to the educational space of Russian universities: barriers and opportunities

Abstract

The article examines the adaptation of international students to the educational space of Russian universities as a multidimensional psychological, pedagogical and sociocultural process. It is shown that the main difficulties are connected not only with individual characteristics of students, but also with the quality of the university environment. The article identifies key barriers to adaptation: language barrier, differences in educational traditions, heterogeneous academic background, intercultural distance, everyday and organizational uncertainty, fragmented support and the risk of social isolation. Particular attention is paid to distinguishing adaptation from assimilation: the integration strategy is considered the most productive, allowing students to master the norms of the Russian academic environment while preserving ties with their native culture. The two-sided character of the process is emphasized, in which the student's own activity is complemented by the university's responsibility for a transparent and open environment. The possibilities of strengthening university adaptation potential through academic orientation, mentoring, intercultural communication, methodological support, digital navigation and psychological assistance are substantiated. An integrative support model is proposed, including diagnostic, informational, academic, social-communicative and psychological-pedagogical components. It is concluded that adaptation becomes an indicator of the quality of higher education.