METHODS OF SUPPORTING SOCIOCULTURAL INTEGRATION OF FOREIGN STUDENTS IN EDUCATIONAL INSTITUTIONS

Abstract

Growing transnational academic mobility and the accompanying imperative of sociocultural integration of international students reveal systemic problems: language deficits, cultural dissonance, and psychological maladjustment that undermine institutional cohesion and individual success (which requires reliable, empirically grounded strategies). The objective of this study is to identify “effective practices” that support inclusion, focusing on interdisciplinary approaches – integrating educational scaffolding, cultural intelligence, and adaptive pedagogical technologies – as critical components to promote inclusion. Using a mixed-methods approach (structured surveys and semi-structured interviews with 43 international students and 20 MGIMO faculty members), the study combined qualitative coding and quantitative analysis (statistical modeling and narrative synthesis) to uncover nuances in adaptation processes, providing a two-layered, integrated framework. The results reveal that academic performance of students participating in structured support programs improved by 15%; a 25% reduction in stress levels highlighted the psychosocial impact of adapted interventions, indicating the importance of differentiated support mechanisms that account for demographic and cultural differences. Practical applications include optimizing institutional strategies through adaptive techniques – feedback-based pedagogical adjustments and language immersion modules demonstrating scalability and effectiveness (a 20% increase in participant satisfaction scores supports these claims). Future research should explore longitudinal outcomes (e.g. employability and digital integration) to expand the breadth and depth of global learning ecosystems.