No abstract

International students represent different cultures and differ psychologically, ethnically and culturally from citizens of their host country [1]. This causes adjustment problems in their new socio-cultural environment. The educational establishment should modernize and improve learning conditions which enables international students to adapt faster, develop their abilities and skills, improve their educational prospects. Purpose of the study was to draw out and experimentally substantiate psycho-pedagogical conditions and factors of successful adjustment to the educational environment for the international university students. Highly adaptive international students belong to the interactive type. They exhibit immersion readiness in unfamiliar intercultural conditions, striving to broaden their social circle with representatives of other cultures, aim at joint problem-solving, while exhibiting fewer signs of loneliness. By reference to students with lower adjustment levels, they exhibit medium manifestation of psycho-emotional symptomatology signs together with affective and cognitive components of ethnic identity [2]. They exhibit medium levels of cultural shock, tolerance, social distancing and average subjective well-being. These features are common for the unfinished adjustment process among international students. Thusly, we distinguish external and intrinsic factors which influence smooth adjustment process. The results of the study demonstrate that intercultural adjustment of international students is more successful in compliance with the support program implemented according to socio-psychological traits of international students and newly existing conditions of socio-cultural environment. The support program encompasses main areas of student life, which is a distinct advantage [3]. Its adaptable structure adjusts to all possible alterations to be implemented in various groups and different conditions.