Beyond borders: The integration of foreign students in the distance learning educational process at the Russian university

Abstract

The study aims to examine the integration of foreign students who are studying in a distance learning format into the educational process of a Russian university. A mixed-methods approach, involving quantitative data collection (survey and data analysis) and qualitative methods (interviews), was used. Data analysis was conducted using inferential statistics. The study included 103 first-year foreign freshman students (from Uzbekistan, China, Haiti, and Sri Lanka) who were studying remotely at Smolensk State University. The authors identified four interrelated elements of educational integration: technological, academic, sociocultural, and psychological. The combination of their indicators (mastery of the distance learning platform, need for university support, academic performance, proficiency in the Russian language, sociocultural adaptation, satisfaction with learning, etc.) generally demonstrates the successful integration of foreign students into the educational process, while also revealing some differences among representatives of different countries. It was also found that the distance learning format does not significantly reduce the impact of sociocultural integration on academic performance: language and cultural difficulties can negatively affect academic performance. In turn, experience in distance learning, good proficiency in Russian, completion of the curriculum, and participation in activities that develop intercultural competencies ensure successful educational integration.

Editorial Review on Volume 8, Issue 1

“…Di et al [8] studied the application of social cognitive theory in language learning, and the research subjects were some Arabic learners. Kremen et al [9] used surveys and interviews to study the impact of distance learning methods on the educational process of foreign students integrating into Russian universities. This issue also uses comparative analysis of intertextuality between non-native literary works, revealing the emotional and social struggles suffered by marginalized, despised and rejected social groups [10] .…”