Keyword: «socio-cultural integration»

The internationalization of education is one of the key priorities in the development of the government educational policy, involving the active recruitment of foreigners to Russian universities. However, international students experience a number of difficulties when choosing a Russian university, including poor Russian language skills, living conditions, psychological well-being, and social isolation from the host society. A review of the existing literature reveals that most articles on adaptation and integration of international students address these processes fragmentarily, without taking into consideration their sequence or continuity. This gap determines the relevance of this research, which seeks to develop new strategies for the successful sociocultural integration of international students into Russian society. The aim of this study is to provide a theoretical justification for the need to develop and implement a complex model for the sociocultural integration of Indian students into Russian society. An empirical analysis of the experience of organizing the educational process at the Professor A. P. Zilber Medical Institute, Petrozavodsk State University helps to identify the most effective strategies for the sociocultural integration of students from India into Russian society. The proposed complex model of sociocultural integration consists of four modules: 1) intensive language training, 2) cultural, educational and leisure activities, 3) mentoring support, 4) external interaction and cooperation. The empirical basis of the study is built on methods of pedagogical observation of students’ academic performance and behaviour, as well as on the analysis of a questionnaire survey conducted among first- and second-year Indian students, which allows us to trace the dynamics of adaptation processes. Testing of the model demonstrates its effectiveness: a reduction in the language barrier, an increase in social and everyday comfort and independence, and a decrease in anxiety and emotional tension have been observed. The theoretical significance of the study lies in the clarification of the terms ‘social adaptation’ and ‘sociocultural integration’. Existing models of adaptation and integration have been supplemented with data on the specific characteristics of the Indian context. The practical significance lies in the fact that the proposed complex model can be used in other higher education institutions to improve the academic performance and psychological well-being of international students.