Abstract
It remains well established that international students face a number of challenges when they arrive at a foreign institute to pursue higher education. This research aims to examine the socio-psychological adaptation of international students to learning and professional activities of Elabuga Institute (branch) of Kazan Federal University, Russia. Using a number of socio-psychological adaptation methods of assessment (such as the sense of social security satisfaction, social frustration and psychological adaptation to new life conditions), the research aims to make remedial arrangements to boost the psychosocial adaptation of international students to educational and professional activities.
 The findings from the assessment methods were deployed to create an intervention programme,which in turn created the effective adaptation environment for overcoming the psychological inconveniences of language and culture barriers, integrating students into personal and business relations with the native speakers, corporate training of Russian language in conversation clubs, and invitation for participation in mass cultural institute events.
Highlights
Teaching international students is becoming a commonplace practice (Palaiologou & Gorski, 2017). Such educational movement adds new perspectives to the development of intercultural ties and communications between countries and generates a unique perspective of positive culture assessment by students and teachers (Dervin, 2015; Portera & Grant, 2017). This enables the employers of the host country to see the potential in international students to develop their company economy
If we specify the adaptation path for the first marking period as a five-point Vshaped curve, the point bad will match the. In light of this background, this research aims to probe the socio-psychological adaptation of international students to learning and professional activities in Elabuga Institute of Kazan Federal University, Russia
The experiment is supported by the observations made about the performance of international students, and their social and household adaptation in Kazan Federal University, Russia
Summary
Teaching international students is becoming a commonplace practice (Palaiologou & Gorski, 2017) Such educational movement adds new perspectives to the development of intercultural ties and communications between countries and generates a unique perspective of positive culture assessment by students and teachers (Dervin, 2015; Portera & Grant, 2017). This enables the employers of the host country to see the potential in international students to develop their company economy. World joint and European educational system aims to develop the higher education system to completely another level of specialist training. It implies an inextricable connection with the educational and professional mobility of today's students
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