182
Viktoria Riul, Olena Bartosh, Mariana Liashko, Olesia Stoika, Iryna Popovych
International students adaptation to the educational environment of Ukrainian
universities: Hearing the student voices. - Eduweb, 2023, julio-septiembre,
v.17, n.3. /182-194
DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.03.15
Cómo citar:
Riul, V., Bartosh, O., Liashko, M., Stoika, O., & Popovych, I. (2023). International students adaptation to the educational
environment of Ukrainian universities: Hearing the student voices. Revista Eduweb, 17(3), 182-194.
https://doi.org/10.46502/issn.1856-7576/2023.17.03.15
International students adaptation to the educational
environment of Ukrainian universities: Hearing the
student voices
Adaptación de los estudiantes internacionales al entorno educativo de las
universidades Ucranianas: escuchar las voces de los estudiantes
Viktoria Riul
https://orcid.org/0000-0002-7961-1933
Candidate of Sociological Sciences, Associate Professor, Department of Sociology and Social Work, State
University «Uzhhorod National University», Uzhhorod, Ukraine.
Olena Bartosh
https://orcid.org/0000-0001-6733-5516
Candidate of Pedagogical Sciences, Professor, Department of Sociology and Social Work, State University
«Uzhhorod National University», Uzhhorod, Ukraine.
Mariana Liashko
https://orcid.org/0000-0002-6315-634X
Senior Lecturer, Department of Sociology and Social Work, State University «Uzhhorod National
University», Uzhhorod, Ukraine.
Olesia Stoika
https://orcid.org/0000-0002-7695-6100
Candidate of Pedagogical Sciences, Assosiate Рrofessor, Foreign Languages Department, State University
«Uzhhorod National University», Uzhhorod, Ukraine.
Iryna Popovych
https://orcid.org/0000-0002-5701-3318
Candidate of Pedagogical Sciences, Assosiate Рrofessor, Foreign Languages Department, State University
«Uzhhorod National University», Uzhhorod, Ukraine.
Recibido: 21/04/23
Aceptado: 30/06/23
Abstract
The article is devoted to the analysis of adaptation of international students to the Ukrainian educational
environment. The adaptation of international students is carried throughout the entire period of study, but
it is especially difficult in the first year. Therefore, the study of the adaptation process, its successful
organization contributes to the faster inclusion of international students in the new environment, facilitates
the process of their education. This study is a reflection of the real state of needs and problems of
international students not only in the educational environment, but also in Ukraine in general. The purpose
of the article is to study the challenges and experience of adaptation of international students residing in
Ukraine. Methods of analysis, synthesis and systematization of data received after application of
questionnaire on the adaptation of international students were used.
Keywords: adaptation, didactic/social-cultural/social-psychological components, educational environment,
international students, higher education institution.
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Resumen
El artículo está dedicado al análisis de la adaptación de los estudiantes internacionales al entorno educativo
ucraniano. La adaptación de los estudiantes internacionales se lleva a cabo durante todo el período de
estudios, pero es especialmente difícil en el primer año. Por lo tanto, el estudio del proceso de adaptación,
su organización exitosa contribuye a la más rápida inclusión de los estudiantes internacionales en el nuevo
entorno, facilita el proceso de su educación. Este estudio es un reflejo del estado real de las necesidades
y los problemas de los estudiantes internacionales no solo en el entorno educativo, sino también en Ucrania
en general. El propósito del artículo es estudiar los desafíos y la experiencia de adaptación social de los
estudiantes internacionales que residen en Ucrania. Se utilizaron métodos de análisis, síntesis y
sistematización de los datos recibidos después de la aplicación del cuestionario sobre la adaptación de los
estudiantes internacionales.
Palabras clave: adaptación, componentes didácticos/socioculturales/sociopsicológicos, entorno
educativo, estudiantes internacionales, institución de educación superior.
1. Introduction
Nowadays, there has been a growing interest in researching the problems faced by the student youth while
adapting to new life, education and work conditions in the context of intensification of migration processes
and deepening of international contacts in the education field. In particular, the issue of adaptation of
international students to the conditions of Ukrainian higher school intensifies the interest of scholars. The
higher education internationalization, the academic mobility of students within the framework of trans-
European educational programs, the increase in the number of international students of institutions of
higher education, the expansion of international activities has become an indicator of the education system
attractiveness and a significant factor in the state policy and university strategy (Suslova, 2019).
Since the beginning of military aggression against Ukraine in 2014, migration processes in Ukraine have
significantly intensified. The communities of the western regions of Ukraine have faced serious challenges
regarding the urgent needs solving of internally displaced people, including educational ones. Thousands
of international students who studied at universities in the Crimea, in the Donetsk and Luhansk regions
were forced to transfer to universities located on the safer territories of Ukraine. Since then, Uzhhorod
National University (UzhNU), located in the Transcarpathian region ‒ most western part of Ukraine, has
welcomed thousands of international students.
However, the quality of education, which to a greater extend depends on the effective adaptation to the
environment, remains one of the main criteria among the international students, affecting the choice of
higher education institution for studies. The inclusion in the world rankings serves as the success criterion
of modern universities. Currently, one of the most authoritative rankings is the global QS World University
Rankings: EECA. In 2022 UzhNU occupied the 251-300 position among the best universities of developing
countries of Europe and Central Asia. As of 2022, among the higher education institutions of Ukraine by
the international student ratio UzhNU ranked the 4th position. In particular, 1.623 international students
from 25 countries of the world studied at 10 faculties of UzhNU in 2022. Approximately 1.300 international
students enrolled to the specialty "Medicine" at the Medical Faculty #2 with the English language of
teaching, established in 2016.
With international students, new social problems related to the stay and study appeared in the student
body structure. As summarized by Gu et al. (2010), adaptation of international students to the new
educational environment lasts longer and continues throughout the stay with challenges. It is especially
difficult in the first year of studies. Therefore, the thorough attention to the process of adaptation and its
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Viktoria Riul, Olena Bartosh, Mariana Liashko, Olesia Stoika, Iryna Popovych
successful organization contributes to the faster inclusion to the educational environment. For high-quality
assimilation of knowledge on curriculum, it is necessary to take into account the mentality, psychological
state, features of national self-consciousness, since among main difficulties are the psychological ones, in
addition to the content-subject, language, didactic, and organizational. International students need to adapt
to the educational environment, fit into the basic norms of the international team, find a sense of academic
equality, and at the same time study to get a profession. However, the process of mastering professional
competences by international students in the Ukrainian higher education institutions is complicated by
significant differences in education systems, values, traditions, rules of behavior. It is also necessary to
take into account the issues of racial equality, bureaucracy, household problems, the climate, etc., which
may multiply the difficulties experienced.
The above mentioned actualizes the issue of adaptation of international students to the Ukrainian
educational environment, since the quality of their professional competence formation and the effectiveness
of their future professional activities depend on it.
In the light of these factors, in this study we focus on the experience and challenges international students
residing in Ukraine face in the process of adaptation.
2. Literature review
The concept of "adaptation" varies in different fields. Scholars define adaptation as a process and as a
result. They are united in the idea that adaptation takes place within the system "individual ‒ society".
Sorokin interprets adaptation, its essence and varieties through the relationship with the system of value
orientations of an individual and society as a whole, as well as with social mobility. Parsons considers
adaptation through the system "individual ‒ society" and believes that social system is a spontaneous result
of the processes of its components interaction (Ruchka, 2007).
Berry (2005), Lewthwaite (1996), Zhou et al., (2008) claim, that adaptation is a continuous process and
involves striving for a balance between an individual and environment, adjusting and handling stress at
different levels, requiring a lot of effort. It primarily concerns the peculiarities of mutual influence and
penetration of values, instructions, and long-term plans implemented in the environment (Pachkovskyy,
2001).
GulRaihan and Sandaran (2017) provide the main reasons for the international students to choose their
studies overseas ‒ the search for: new environment; different lifestyle and society; new education system;
better quality higher education institutions etc.
The phenomenon of adaptation of international students to the environment of higher education institutions
is researched within the social-pedagogical or diactic (Bilyk, 2014), social-cultural (Quinton, 2020), and
social-psychological context (Weidman, 2006).
There is a relatively small body of scientific literature with analysis, generalization, and systematization of
the data on the main challemges international students meet in the process of adaptation to the new
Ukrainian educational environment.
Ivanonkiv (2014), Klipachenko and Levkov (2021), Shcherbyak (2015) list the obstacles to the successful
adaptation: longing for a family and friends; lack of motivation; depression; stress; worries; anxiety; culture
shock; loneliness; reluctance to enter the communicate with others; insufficient understanding of educators
and the education system; lectures and assignments misunderstanding; conflicts; poor knowledge of the
language of the country of residence; reluctance to meet new social norms and interaction with people of
another culture. On these grounds we agree with Kachynskyy (2018), who comes to the conclusion that
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during the adaptation of international students to the new educational environment, it is necessary to
provide: social-pedagogical supervision (i.e. social-pedagogical activities carried out during the entire period
of study); social-pedagogical assistance at the stage of social integration; social-pedagogical support at the
stage of social individualization in the process of acculturation through the interaction of international
students with educators, mentors, administrative staff, etc. by coordinating the positive efforts of
representatives of educational-cultural environment of the university and the social-cultural environment.
Supervision, assistance, and support lead to the creation of optimal conditions for the effective adaptation
of international students.
Savka et al., (2022) study the main components of adaptation of international students in conditions of
quarantine caused by COVID 19. The scholars conclude that general social adaptation, social distancing
and communication with other people, nostalgia and adaptation to the new environment become the most
important issues for the academic success of international students.
Miziuk (2014) generalized the difficulties that international student experience in the new educational
environment of Ukrainian universities:
i. Educational-cognitive ‒ associated with insufficient language training, differences in the education
system, new requirements and knowledge of control systems.
ii. Social-cultural ‒ associated with learning new things on a social and cultural environment; overcoming
the language barrier in solving communication problems.
iii. Social-physiological ‒ associated with restructuring of personality, entering the new environment,
psycho-emotional stress, climate change, personal safety issues (tolerance and individual
misunderstandings with local residents and representatives of other nationalities).
The priority tasks of higher education institutions are: 1) to set favorable conditions for effective adjustment
to the educational and cultural environment of international students who have not been fully prepared for
the successful educational and cultural interaction; 2) to help international students to overcome
psychological, communicative and academic barriers in their adaptation process, which is a necessary
prerequisite for the implementation of educational tasks, as well as interpersonal and intercultural
interaction in the educational environment (Smolikevych et al., 2020).
Hu (2017) claims that adaptation of international students to the Ukrainian educational environment is a
complex process of a ctive development and adaptation to the new social-cultural environment due to
the implementation in higher education institutions of a set of conditions that ensure the acquisition and
actualization by international students of basic elements of foreign culture, intercultural interaction skills,
and educational-cognitive activity. This contributes to their successful professional-personal life formation
and to the development in the new social environment. The constituent elements of student adaptation
process are: subject of adaptation (an individual or a group that needs to adapt to the surrounding social
environment); adaptation environment (external environment to which one needs to adapt); interaction of
subject and environment (presupposes the adaptation process continuity, since the first two elements of
the adaptation process constantly change).
Nyemets et al., (2016) define two groups of factors contributing to the better adaptation of international
students to the new educational, cultural, and social environment: those that depend on students
themselves; those related to the activities of educators. On the part of students, important factors are: the
appropriate level of knowledge of instruction, the level of the basic training, individual ability to study, the
peculiarities of the national mentality, etc. Educators, in turn, are to be not only competent in teaching a
subject, but are: to have a high level of mastery of modern pedagogical technologies, to improve constantly
professional skills, to be ready to assist international students in overcoming difficulties. A significant role
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in the international students adaptation to the conditions of new education institution also belongs to the
mentor of the academic group.
As a rule, international students are not affected by a single factor in the natural conditions of higher
education institutions, but by a complex of environmental factors. In this respect, when researching the
international students adaptation, scholars (Hu, 2017; Merola et al., 2019; Boiaryn & Zavatska, 2019)
emphasise the importance to include the following components in the structure of adaptation of
international students to the educational environment of Ukraine: didactic social-cultural, and social-
psychological.
We cannot but agree with this position and in our study we present the results of sociological survey on
the issue of adaptation of international students to the educational environment of Ukraine by the didactic,
social-cultural and social-psychological components.
3. Methodology
The sociological survey on the topic "Adaptation of international students to the new educational
environment" was conducted by the "Center for Sociological Research and Social Initiatives" of the Faculty
of Social Sciences at UzhNU during January-February 2022. Our study included 128 international students
enrolled in the Medicine program at the Medical Faculty #2 of UzhNU for the 2022/2023 academic year.
The majority of respondents were from India (85.2%), with smaller numbers from Nigeria (6.2%), Ghana
(2.2%), UAE (1.6%), Pakistan (1.6%), Bangladesh (1.6%), Poland (0.8%), and Great Britain (0.8%). Out
of all the respondents, 58.6% were male and 41.4% were female. The majority of respondents fell within
the age range of 18-24 (93.8%), while only 6.3% were between 24-30 years old.
Regarding the duration of their stay in the Transcarpathian region of Ukraine, 35.2% of international
students had resided for six months to a year, 28.1% for more than a year, 32% for more than two years,
and 4.7% for more than three years. In terms of accommodation, 64.1% of respondents resided in a rented
apartment, 6.3% in a rented house, 22.7% in a hotel or hostel, 4.7% in a university hostel, and 2.2% in
their own property.
Adaptation was assessed based on factors such as feeling at ease in the environment, involvement in social
activities, good adjustment, the presence of close social relations, and social skills contributing to successful
integration.
We employed methods of analysis, synthesis, and systematization of data obtained from a questionnaire
on the issue of adaptation of international students. To ensure maximum objectivity and reliability, the
survey was conducted anonymously. All the questions were compiled into a single questionnaire, with each
international student responding to each question. The obtained results were statistically processed
according to standard procedures, considering measures such as the mean, mean error, absolute and
relative values, as well as minimum and maximum indices.
4. Results and Discussion
Statistical processing of the data obtained from the questionnaire has allowed to provide the following
results by the didactic, social-cultural and social-psychological components.
To the question on the educational process organization, the answers distributed as following: 25% (32
respondents) indicated the high level of organization of the educational process, 64.1% (84 respondents)
indicated the satisfactory level, 12.5% (16 respondents) were dissatisfied with the quality of education in
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general, 4.7% (6 respondents) complained on being overloaded with classes, 35.9% (46 respondents)
mentioned the discrepancy between the studied courses and the specialty they were acquiring.
To the question on satisfaction with the organizational and material base of UzhNU, the answers distributed
as following (see Table 1):
Table 1.
Satisfaction with the organizational and material base
Aspect
Fully
satisfied
Rather
satisfied
Rather
unsatisfie
d
Fully
unsatisfie
d
%
N
%
N
%
N
%
N
Schedule of classes organization
39
50
48.4
62
9.4
12
3.2
4
Access to the department, dean's office,
library, administrative part
45.3
58
28.9
37
14.9
19
10.9
14
Access to the scientific literature sources
necessary for the preparing to the
classes
53.1
68
23.4
30
18.8
24
4.7
6
Access to the Internet
25.8
33
38.3
49
21.9
28
14
18
Availability of well-equipped classrooms,
laboratories, medical equipment
43.7
56
30.5
39
13.3
17
12.5
16
To the question on satisfaction with the atmosphere and psychological climate in the educational process,
the answers distributed as following (see Table 2):
Table 2.
Satisfaction with the psychological climate in the educational process
Aspect
Fully
agreed
Rather
agreed
Rather
disagreed
Fully
disagreed
%
N
%
N
%
N
%
N
I feel comfortable while communicating
with my classmates, students of other
specialties
25
32
62.5
80
9.4
12
3.1
4
I feel comfortable while communicating
with a mentor
18
23
70.3
90
10.1
13
1.6
2
I feel comfortable while communicating
with educators, the department staff
22.7
29
67.2
86
7.8
10
2.3
3
There were cases of biased attitude
towards me personally on the part of
educator(s)
5.5
7
25.8
33
45.3
58
23.4
30
My expectations regarding education
coincided with what I received
18.7
24
55.5
71
16.4
21
9.4
12
To the question on assessing the chances on realizing life plans having received an education in the
Ukrainian universities, the answers distributed as following: 43% (55 respondents) estimated the chances
as very high, 33.6% (43 respondents) estimated the chances as high, 17.2% (22 respondents) estimated
the chances as average, 1.6% (2 respondents) estimated the chances as low, 2.3% (3 respondents)
estimated the chances as very low, 2.3% (3 respondents) could not answer this question.
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To the question on the level of command of the Ukrainian language, the answers distributed as following:
44.5% understood the interlocutors if they spoke slowly and clearly, 42.2% could support a conversation
on everyday topics, but made grammatical mistakes, 13.3% did not understand the Ukrainian language at
all.
To the question on having Ukrainian friends among friends, the answers distributed as following: 2.3%
(3 respondents) ‒ had many Ukrainian friends, 55.5% (71 respondents) ‒ had several Ukrainian friends,
42.2% (54 respondents) ‒ communicated only with countrymen. Respondents also noted, that they
received the most significant help and support in the process of social-cultiral adaptation from their
countrymen (75%), from the dean's office and mentors (61%), from educators (36%).
To get acquanted with culture and traditions of Ukrainian society, of a higher education institution,
international students participated in various social activities (see Table 3).
Table 3.
Participation in various social activities
Participation in
Active
Periodical
Not interested in
%
N
%
N
%
N
Local festivals and fairs
20.3
26
56.3
72
23.4
30
Concerts
18.7
24
47.7
61
33.6
43
Charity events
15.6
20
51.6
66
32.8
42
Student events
37.5
48
49.2
63
13.3
17
Local religious events
25
32
51.6
66
23.4
30
Personal national religious events
57
73
34.4
44
8.6
11
Celebrating of local holidays
26.6
34
53.1
68
20.3
26
Celebrating of national holidays
58.6
75
35.9
46
5.5
7
Free time organization is an importnat component for the friendships and getting acquanted with new
norms of behavior. Thus, we studied the activities the intenational student participated in (see Table 4).
Table 4.
Free time organization
Activities
Several times a
month
Several times a
week
Every day
Almost
never
%
N
%
N
%
N
%
N
Sports activities
35.9
46
31.3
40
3.1
4
29.7
38
Traveling
35.9
46
8.6
11
0
0
55.5
71
Earning money
3.9
5
9.4
12
4.7
6
82
105
Learning
languages
20.3
26
49.2
63
18.8
24
11.7
15
Chilling with
friends
12.5
16
53.1
68
30.4
39
3.9
5
International students evaluated the social distance between them and Ukrainians (see Table 5):
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Table 5.
Social distance between international students and Ukrainians
I would like (allow) seeing Ukrainians
as....
Agreed
Rather
agreed
Disagreed
Difficult
to answer
%
N
%
N
%
N
%
N
my family members, close relatives
48.4
62
26.6
34
9.4
12
15.6
20
my close friends
75
96
18
23
3.9
5
3.1
4
my neighbors
77.3
99
12.5
16
4.7
6
5.5
7
my colleagues
77.3
99
12.5
16
4.7
6
5.5
7
as citizens of my country
71.1
91
16.4
21
3.9
5
8.6
11
visitors, tourists of my country
82
105
8.6
11
3.9
5
5.5
7
To the question on being satisfied with the attitude of others towards them (international students) and
their countrymen, the answers distributed as following: 21.9% (28 respondents) were very satisfied with
the attitude, 48.4% (62 respondents) rather satisfied with the attitude, 14.8% (19 respondents) rather
dissatisfied with the attitude, 10.2% (13 respondents) fully dissatisfied with the attitude, 4.7%
(6 respondents) could not answer the question. Respondents also evaluated the attitude of others towards
them in particular locations (see Table 6):
Table 6.
Attitude of others towards international students
Location
Positive
Neutral
Negative
Difficult
to answer
%
N
%
N
%
N
%
N
Public transport
39.8
51
50
64
5.5
7
4.7
6
Stores, shops
4.7
60
42.2
54
9.4
12
1.6
2
Public catering establishments
59.4
76
37.5
48
3.1
4
0
0
State institutions (migration service,
city administration, tax administration)
54.7
70
36.7
47
4.7
6
3.9
5
Places of residence
53.9
69
36.7
47
9.4
12
0
0
Medical institutions (hospitals,
outpatient clinics, polyclinics)
55.5
71
33.6
43
6.2
8
4.7
6
To the question on feeling safe in the new environment, the answers distributed as following: 82% (105
respondents) felt safe in the new environment, 7% (9 respondents) did not feel safe in the new
environment, it was difficult for 11% (14 respondents) to answer this question.
Regarding the factors that affect the personal safety in the new environment, the answers distributed as
following: 88.3% (113 respondents) pointed to the language barrier with local residents, 39.8% (51
respondents) highlighted the discriminatory attitudes of local residents, 27.3% (35 respondents) pointed
to the problems of medical care, 26.6% (34 respondents) highlighted corruption and the bureaucracy of
state bodies, 23.4% (30 respondents) pointed to the criminogenic situation in the city.
Respondents also reported on (see Table 7):
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Viktoria Riul, Olena Bartosh, Mariana Liashko, Olesia Stoika, Iryna Popovych
Table 7.
Attitude of others towards international students
Aaspect
Fully
disagreed
Rather
disagreed
Rather
agreed
Fully
agreed
%
N
%
N
%
N
%
N
Discomfort of staying at the university and
near it
24.2
31
60.1
77
12.5
16
3.2
4
A tense situation in the dormitory, conflicts
17.2
22
50.8
65
27.3
35
4.7
6
Locals single me out in some way
14.8
19
60.2
77
24.2
31
0.8
1
Local young people do not wish to come
into contact, communicate
10.9
14
44.5
57
35.2
45
9.4
12
Conflicts on the basis of racism and
nationalism
18.7
24
46.1
59
25.8
33
9.4
12
Inappropriate attitude of police officers
26.6
34
56.2
72
12.5
16
4.7
6
Low security in the city itself
31.2
40
51.6
66
11.7
15
5.5
7
To the question on recommending the study at UzhNU, the answers distributed as following: 10.9% (14
respondents) fully agreed, 64.1% (82 respondents) rather agreed, 21.9% (28 respondents) rather
disagreed, 3.1% (4 respondents) fully disagreed.
To the question on further plans after obtaining professional education, the answers of the respondents
distributed as following: 52.4% (67 respondents) intended to return home, 38.3% (49 respondents)
planned to migrate to the European countries or the USA for the permanent residence, 2.3% (3
respondents) planned to stay in Ukraine and find a stable job. Also, 2.3% (3 respondents) planned to
continue obtaining higher education in another country.
Since the adaptation of international students to new didactic, social-cultural, and social-psychological
conditions upon admission to the institution of higher education is the main factor affecting the educational
process effectiveness, internatiional students studying in Ukraine find themselves in an difficult situation:
they are forced not only to master the new type of activity ‒ studying at an institution of higher education,
prepare for a future profession, but also to adapt to the new environment.
Hu (2017) defines the didactic component as a set of knowledge, skills and abilities of international students
on the forms and methods of educational and cognitive activity, which are typical for a higher school of
Ukraine, which gives them the opportunity to effectively organize their studies and successfully master their
future profession.
When studying didactic adaptation, we proceeded from understanding it as a structural element of the
general adaptation process, which: is determined by the specifics of adaptation of students to the
components of the didactic system of a higher education institution; depends on the specifics of professional
training chosen; is characterized as mastering the forms and methods of learning, the skills and abilities of
mental work, skills of self-education and self-control. International students: familiarize with the content
and prospects of the profession chosen, form the new attitude towards the future profession, accept social
requirements for the professional activity; adapt to the conditions, content, character and organization of
the educational process; study the organizational structure and requirements of the institution of higher
education; familiarize with new norms of educational work, assessment, forms of independent work; form
independence skills in educational activities and scientific work; adjust thier behavior to the appropriate
norms.
Utkyna (2011) examines the mechanisms of adaptation of international students in the Ukrainian
universities and defines them as a certain integrity, which includes: (i) on the one hand, the active
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adaptation to the new education system in a foreign country within new foreign social-cultural conditions,
norms, values, and environment; (ii) on the other hand, a certain change of the environment itself in
accordance with the needs and characteristics of foreign students, as objects of social adaptation. In this
regard, foreign students can be considered both at the individual level and at the collective level ‒
communities, groups, united by ethnicity, religion, interests.
The social-cultural component includes a set of ideas on the basic culture elements of the Ukrainian society,
the culture and traditions of a higher education institution, the system of values and norms of behavior
(Merola et al., 2019).
Social-cultural adaptation takes place both during educational activities and in the process of extracurricular
activities. The latter significantly contribute to the acceleration of the adaptation process, forming linguistic
and sociocultural competence. Adjustment the new environment can take the form of friendships
developing, participating in formal and informal social activities, free time organization, learning the
Ukrainian language. It covers the active or passive adaptation of an individual to the new environment, the
new team and its traditions, the building of interpersonal relationships and relations in student groups and
the establishment of friendly relations with fellow students, the formation of personal style of behavior.
The social-psychological component involves the presence of motives, interests, needs, goals, and values-
based instructions that provide emotional comfort to international students, their positive perception of
another culture, the feeling of being a part of the university student body (Boiaryn & Zavatska, 2019).
International students with their specific cultural, ethnic and psychological characteristics are to overcome
various psychological, social, moral and religious barriers, experience new types of activities and behavior
forms. Indicators of successful adaptation are the high social status of an individual in the environment,
satisfaction with this environment and with its most important elements. Indicators of low adaptation are
behavior deviating from generally accepted norms.
During social-psychological adaptation, the interaction of an individual or a social group with the social
environment takes place, in connection with which the requirements and expectations of social subjects
are reconciled with their capabilities and the reality of the social environment. The main indicators of social-
psychological adaptation are emotions, well-being and mental comfort. The success of adaptation depends
on the characteristics of the environment and an individual. The more complex the new environment (for
example, more social ties, more complex joint activities, higher social heterogeneity), the more changes
occur in it, the more difficult adaptation is for an individual.
The integration of theoretical and applied aspects of the issue of adaptation of international students to
the environment of higher education institutions in Ukraine is an important characteristic of the
development of Ukraine’s modern higher education, displayed, in particular, through its internationalization.
In this respect further research of determinants of social adaptation, the development of special
psychological-pedagogical and social-psychological programs aimed at providing assistance to international
students for entering the new culture, society, educational environment of higher education institution,
researching the dependence of the success of studies from the level of adaptation of international students
to the social-psychological conditions of educational activities is rather promising.
5. Conclusions
These days, one of the most important tasks of Ukrainian higher school is to set favorable conditions for
student (international as well) successful entry to the educational process, which is a necessary factor in
removing difficulties in social adaptation. Adaptation is a rather complex, structured phenomenon that
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encompasses all the essential (physiological, psychological, and social) powers of an individual, who not
only reacts to changes in the environment, but also changes this environment.
International students face a number of problems in the process of adaptation, related both adaptation to
the educational process and to the new environment. Peculiarities of adaptation of international students
are determined by a complex of factors: didactic (educational), social-cultural, and social-psychological.
The results of the analysis of literary sources on the problem of adaptation of foreign students in the
educational environment of Ukraine and the empirical data obtained in our study allowed us to conclude
that:
− More than half of respondents are satisfied with the organization of the educational process and a
quarter of respondents even indicated a high level of educational process organization. Among the
problems the respondents mentioned the discrepancy in the studied courses with the specialty
acquired;
− In their first months of studies international students face such difficulties as the lack of clear tasks and
recommendations for performing practical tasks, independent work, the lack of information on the
organization of the educational process, large scope of educational information and a fast pace of
teaching;
− International students are quite satisfied with the atmosphere and psychological climate in the
educational process, although they mention the cases of biased attitude of educators towards them;
− Language challenge is the most severe of all other challenges making socio-cultural and academic
adaptation very hard. It is a positive fact that in general 40% of international students understand and
can communicate in the Ukrainian language, despite the fact that their studies are conducted in English
and they are not required to speak the Ukrainian language;
− The majority of international students take part in local festivals and fairs, concerts, charity events, and
student events;
− Despite the fact that international students sometimes participate in local religious events, they prefer
to participate in their national religious events and observe their traditions in celebrating holidays;
− When measuring the social distance towards Ukrainians, the attitude of international students turned
out to be quite positive and friendly. Also, the majority of international students feel safe in the new
environment, but among the factors affecting personal safety they mention the language barrier,
discriminatory attitudes, problems with medical care, corruption and bureaucracy of the state bodies,
as well as the criminogenic situation in city.
− more than half of international students have friends among Ukrainians, but more than a third still
interact and communicate only in their social circle.
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