Ethnic identity as the main type of social identity and a key component of ethnic self-consciousness is the main regulator of ethnic interaction between international students and the host society. The harmonious ethnic identity’s formation is associated with the choice of acculturation strategy and directly affects the health and self-realization of the student’s personality in the learning process. The purpose of this research is to study the features of the content of the Asian students’ ethnic identity in the process of their contact with the new culture, as well as to determine the interconnectedness between the international student migrants’ ethnic identity and their acculturation strategy. The study involved 173 international students from East and Central Asia studying at universities in Siberia (Russia). The research methods included a questionnaire (survey), the method of ethnic identity studying developed by J. Phinney, and the framework for measuring acculturation strategies by J. Berry. Features and differences of international student migrants’ acculturation from the Central Asia countries and China are revealed. Students from the Central Asia countries have a positive ethnic identity (Mn=40,89), and the most frequent acculturation strategy is separation (Mn=8,91). International students from China are characterized mostly by having marginalization (Mn=8,89) as their acculturation strategy. The results of the present study can indicate the value and semantic orientations’ transformation in the new conditions of life and settlement.

The subject of this research is the peculiarities of civil-political activity of youth. The relevance is substantiated by instability of meaning-forming ideals, loss of identity (including civil) by young people, change of values in public and individual consciousness in the conditions of social transformation and sociopolitical contradictions. Emphasis is places on people’s interaction with the dynamic and rapidly changing world in the era of digitalization, globalization, and sociopolitical instability, which entails the emergence of destructive manifestations in various forms of civil-political activity. The goal lies in determination of the peculiarities of civil-political activity and examination of the motives and methods of engaging youth in offline and online practices of civil-political activity. The empirical base of this research involves 639 university students in the city of Tomsk. The acquired result elucidate a range of important issues regarding the desire of young people to be engaged in political life of the country and show interest in political events. The article outlines the main forms of civil-political activity, most common of which are voting in elections, participation in online petitions and online protests. The article considers the most effective practices of online civil-political activity from the perspective of youth: creation of content on political topic, involvement of young influencers to political issues, inclusion of youth in solution of socially and politically important issues of society and rewarding them for being active, establishment of independent youth communities for free communication on political topics, etc.

Исследование выполнено при финансовой поддержке РФФИ, проект 19-013-00571 А. Исследованы механизмы адаптации образовательных мигрантов к новой социокультурной среде города и образовательной среде избранного университета. Проведен анализ деятельности томских университетов по адаптации иностранных студентов. Выявлены проблемы и особенности работы с образовательными мигрантами. Предложен ряд рекомендаций, которые могут быть учтены при разработке программ адаптации образовательных мигрантов в рамках реализации национального проекта «Образование» и регионального проекта «Большой университет». Ключевые слова: иностранные студенты; образовательная миграция; адаптация; социокультурная среда; Томск; университеты.

This article describes the experience of studying social-psychological factors the impact the formation of polycultural identity of foreign students. The content of such concepts as “polyculturalism”, “ethnic identity” and “polycultural identity” is disclosed. The results of a series of research carried out in Tomsk in 2019-2020 are provided. A complete sample included 393 respondents (foreign students, Russian students, and educators of state universities of Tomsk). The following research methods were employed: questionnaire, interview, psychological assessment (method of ethnic identity of J. Finney and methodology of comprehensive examination of acculturation of J. Berry), statistical data analysis (descriptive statistics, frequency and correlation analyses). The scientific novelty of this work is defined by systemic approach towards determination of social-psychological factors (ethnic identity, attitude of accepting community, strategies of acculturation) that influence the formation of polycultural identity of foreign students, as well as the role played by each factor in the process of integration of migrants into the accepting society and its culture. The acquired results allow revealing the key barriers in the context of adaptation of educational migrants in the university, as well as making recommendations on their elimination. The authors establish correlation between the strategies of acculturation and the characteristics of ethnic identity of educational migrants, and determine the peculiarities of the attitude of accepting community towards educational migrants.

Introduction. The relevance of the study is due to the instability of meaning-forming ideals, the search for identity by young people (including the citizenship one), the change in values in public and individual consciousness amidst ongoing social challenges and major socio-political transformations. In this regard, the key focus of this study is aimed at identifying trends and strategies for the citizenship development, fresh approaches to the citizenship education implementation, as well as the best social practices for the citizenship competence formation among young people in the international and Russian context. Materials and methods. The methodological basis of the study was formed by the provisions terms of the concepts of the Global citizenship education (UNESCO) program and the Russian Federal project “Patriotic education for the citizens of the Russian Federation 2021-2024”, as well as the system-activity and competence-based approaches. As the principal research method, we applied the comparative analysis of recent scientific literature on the problem of the citizenship formation and the citizenship education implementation. The results of the study. The study of international social and educational practice made it possible to distinguish the following features of the citizenship competence development: the transition from readiness to activity itself; the encouragement of initiative, individuality and equality in a society; the assistance to young people in active participation in the life of a society, not in the “foreseeable future”, but now; education for global citizenship and democracy; the study and implementation of human rights and duties; cross-cultural dialogue and multiculturalism, social action and responsibility. In the Russian research and educational discourse, we distinguish the following issues: psychological determinants of the citizenship formation of a personality; citizenship as an integral trait of a person; civic-patriotic attitudes representation in young people’s minds, value orientations and patriotic self-determination. Discussion and conclusion. The presented review through the comparative analysis on the problem of the citizenship formation and the citizenship education implementation enabled us to specify the citizenship competence structure, taking into account the most effective international social and educational practices. The structure of citizenship competence consists of the following interrelated components, reflecting promising avenues in the framework of citizenship education: legal, political, cultural and historical, socio-communicative, environmental-geographical and health-preserving.