ПОЛИЭТНИЧЕСКАЯ ОБРАЗОВАТЕЛЬНАЯ СРЕДА ВУЗА КАК ФАКТОР МЕЖКУЛЬТУРНОЙ АДАПТАЦИИ СТУДЕНТОВ

Abstract

The article contains a theoretical analysis of the concept of “multiethnic educational environment of the university” as a significant category in modern pedagogical science. Transformations in the global educational area, rise in the quota for teaching foreign students in Russian universities and increase in demand for Russian educational programs within the framework of education expanse become the main factors which determine the need for a comprehensive study of creating an effective multiethnic educational environment of the university. Such an environment is an important condition for the formation and functioning of the processes of multicultural education, relevant in the context of globalization. The article defines the key approaches to the study of the concept of a multiethnic educational environment, reveals the relationship of this concept with the terms "intercultural educational environment" and "multicultural educational environment". The multiethnic educational environment is considered in the article from several positions: as a condition for successful intercultural adaptation of foreign students in a Russian educational organization; as a set of specially organized conditions for ensuring multiethnic interaction of representatives of different nationalities and faiths in the educational process of higher education, as well as a factor of early prevention of interethnic conflicts in the conditions of current internationalization of higher education. In addition, the article describes the organizational structure of the multiethnic educational environment of the classical university, in which there are six interrelated components forming a system aimed at the formation of intercultural competence of the individual. In the structure of the multiethnic educational environment there are educational, formative, informational, methodological, material and technical components, as well as a component of psychological and pedagogical support of participants in the educational process.