Keyword: «socio-cultural adaptation»

The article discusses the difficulties that arise when training foreign military personnel in Russian military universities. The paper describes the forms of work that contribute to improving their socio-cultural adaptation to the conditions of living and studying in Russia and improving the effectiveness of training.

This article is devoted to an urgent problem – the training of foreign students in Russian military universities. To study the educational difficulties of foreign students, the causes of these difficulties and ways to overcome them, the author relies on the results of a survey of teachers working with foreign students and suggestions from other research scientists. The author divides all difficulties into four groups: difficulties associated with psychophysiological adaptation, that is, adaptation to climatic conditions, socio-cultural, socio-psychological and pedagogical adaptation. The author also pointed out some ways to overcome these problems. Russian language. The author believes that one of the most important tasks of teachers working with foreign students is to familiarize them with Russian nationality and cultural traditions through education and extracurricular activities, as well as to ensure the assimilation of elements of Russian culture and language. The author argues that if the educational process is carried out not only at the level of pedagogical communication in the curriculum, but also at the level of intercultural communication, then it will be easier to enroll in an educational institution. Russian culture. According to the author, the pedagogical aspect of adaptation is primarily related to the assimilation by foreign students of the norms and concepts of the military-professional environment, as well as the nature, content and conditions of adaptation to the military-professional environment. The educational process. Develop skills for self-study and scientific work.

The article presents current problems concerning the adaptation process of migrant children in a Russian educational school, and related both to the contradiction of the value orientations of non-ethnic schoolchildren and the host society, and to the language barrier preventing a child of another nationality from successfully entering a new socio-cultural environment. The author analyzes the consequences of the lack of preparedness of educational institutions to work with migrant students and examines the fundamental differences in the conditions of adaptation in urban and rural schools. Attention is drawn to the connecting role of a social educator who coordinates the activities of all subjects of the pedagogical process in solving the problem of adaptation of a migrant child. The difficulties of integration and socialization of schoolchildren that arose during the COVID-19 pandemic are shown.