Firaya F. Bylatova

The acceleration of the internationalization of education is a general trend in the development of higher education and a general requirement for universities, which is why countries and universities around the world compete annually for educational migration flows. In addition, the events of the past years (the pandemic, the transition to distance learning) have necessitated the search for new forms of interaction with students from abroad, resulting in increased interest in the educational potential of digital media in order to create an adaptive environment for international students. The identified problem allowed us to formulate the aim of the article, which is to determine the characteristics of social adaptation of foreign students in the context of digitalization. The works of domestic and foreign scientists on the issue of social adaptation of foreign students, including those related to transformations in the educational system caused by digitalization, served as the methodological basis of the research. The research is based on an integrative approach. Theoretical research methods were chosen as the leading methods: the study and analysis of pedagogical literature and policy documents; analysis, generalization and systematization of information from scientific sources, causal analysis. The article identifies factors that hinder the social adaptation of foreign students in the context of digitalization; suggests possible ways to eliminate them using remote means; identifies priority tasks of social adaptation of foreign students using remote means. The theoretical significance lies in determining the role of digital tools in organizing the adaptation processes for international students; identifying the potential of using remote means in the process of students' adaptation to the conditions of study at the university; determining the tasks of social adaptation of foreign students using remote means. The practical significance lies in the fact that the results obtained can be used as the basis for a process model of social adaptation of foreign students using remote means; applied by teaching staff, tutors, mentors in order to improve work with foreign students in the educational system of the university.

The relevance of this problem is due to the fact that a new challenge to the education system is currently being formed. There is a growing need for a person who is ready to solve ambiguous problems effectively, create highly intelligent technologies, and participate in the development of the country in the conditions of complex society formation. In this regard, close attention is paid to increasing the intellectual and creative potential of individuals, which would ensure both their personal competitiveness and the competitiveness of the country as a whole. The solution of this problem in relation to high school students is of particular importance because they are characterized by the active development of theoretical thinking, their conscious desire for creative activity and self-development. Currently, high school students have opportunities for the development of their intellectual and creative potential. This means the introduction of FSES into the educational process and its modernization. High school students have also such a resource for the development of their intellectual and creative potential as the educational activity of the class teacher who can explain its essence and role in the life of a modern person. The class teacher can systematically carry out practical work on the development of intellectual and creative potential of high school students, on the formation of a meaningful axiological attitude to it and motivation to participate in solving specially selected tasks and to self-development. The most important condition for the effective solution of these pedagogical tasks is the teacher's awareness of the essence and structure of the intellectual and creative potential of senior students. The purpose of the research is to determine the essence of the intellectual and creative potential of high school students, its structural components and sub-components. The main approach in the study is a systemic approach, in accordance with the principles of which (integrity, hierarchy, structuring, etc.), the authors identified the signs and main ideas of the concepts "potential", "intellectual potential", "creative potential" developed by scientists. Based on their analysis, the authors proposed the definition of the concept "intellectual and creative potential" and worked out the structure of intellectual and creative potential of high school students. The theoretical significance of the research consists in a new definition of the essence of "intellectual and creative potential" concept and the development of the structure of intellectual and creative potential of high school students. The worked out theoretical materials can be used by teachers involved in the organization of the discussed process, since they will be able to work more consciously and effectively to develop this potential in students.