Features of social adaptation of students from neighboring countries in a small town

Problem and purpose. Modern universities in Russia are attracting more and more students from neighboring countries. However, despite the general linguistic and cultural proximity, the process of their social adaptation in a new environment, especially in a small town, is fraught with a number of inevitable difficulties. So, for example, unlike megacities, small towns can offer fewer opportunities for leisure, cultural development, and finding a part-time job, which can exacerbate feelings of isolation and dissatisfaction. In this regard, the authors propose the introduction into the educational process of a set of measures aimed at supporting foreign students in small towns. The aim is to identify and analyze the key features of social adaptation of students from neighboring countries in a small town, as well as develop recommendations for optimizing this process. Methods. In the course of the study, the authors operate on the results of a sociological survey of foreign students of the Ishim Pedagogical Institute named after P.P. Ershov (branch) of Tyumen State University (Russian Federation). The survey was attended by 44 foreign students of the university from 6 countries: 37 full-time students (1-2 courses) and 7 part-time students (1-4 courses). KEYWORDS Results. The study demonstrated that for the overwhelming majority of foreign students (81%), training at the IPI named after P.P. Ershov (branch) of Tyumen State University was the first step in obtaining a professional education abroad, which emphasizes the importance of a small town university as a launching pad for an international academic career. The main motivation for staying in Russia is the desire to acquire professional skills, which was confirmed by 72.9% of respondents, pointing to a pragmatic approach to choosing an educational institution. Most students (85%) feel comfortable in a small town university, noting positive communication with classmates and teachers, as well as ease of integration into student life. Active participation in the life of the university, including in events that promote cultural exchange, plays a key role in the formation of social ties: the majority (62.1%) have already made friends and acquaintances, which indicates the successful construction of interpersonal relationships and a sense of belonging to the university community. Despite positive experiences of social adjustment, students face certain language challenges. The most common difficulties are grammar (68.1%), insufficient vocabulary (11.3%) and pronunciation problems (15.9%). These aspects are successfully overcome thanks to active language and conversational practice, which demonstrates their desire to improve communication skills. However, in addition to language barriers, about 80 % of students note difficulties associated with climatic conditions, cost of living and cultural characteristics. These factors, although they may somewhat slow down the process of full adaptation, do not impede the overall positive perception of being in Russia. In general, students successfully integrate into the life of the small town and university community, demonstrating both linguistic and social adaptation, and feeling like a full-fledged part of the educational environment. Conclusion. This study emphasizes the significant potential of small Russian cities as attractive centers for international education. The successful adaptation of foreign students indicates that Russian universities in the regions are able to offer not only high-quality academic education, but also create conditions for full-fledged social and cultural integration.