Models of cultural and academic integration of West African students in Russian pedagogical universities
Year: 2026
Type: article
Study design: Observational Study
Abstract: Research Problem. The educational mobility of students from West Africa raises the need to find effective ways to ensure their sociocultural and academic integration, the use of which will ensure their academic success and psychological well-being in Russia. The purpose of this article is to provide a theoretical and empirical justification for models of West African student integration into the academic and social environment of Russian pedagogical universities located in regional centers. Research Methods. The theoretical justification for the identified models is based on sociocultural and cultural analysis, systematization, and generalization. The description of individual models is based on transcultural and personal activity-based approaches, as well as principles of individualization. The article discusses the results of surveys and focus groups conducted between September 2023 and April 2025 with three samples of West African students participating in academic exchange programs (43 respondents) and compares them with a survey of African students studying Russian language and culture in Open Education Centers in the Republics of Ghana and Côte d'Ivoire (200 respondents). KEYWORDS Results and discussion. Three leading models for integrating West African students into Russian pedagogical universities in regional centers are identified: inculturation based on Russian language study, cultural adaptation, and academic adaptation. The survey results showed that a correlation was established between the positive impact of using the teaching forms and methods that are familiar to African students, project-based and activity-based approaches, and taking into account national and religious characteristics and the success of the enculturation process (noted by 46% of respondents). The positive impact of using the teaching forms and methods that are familiar to African students, project-based and activity-based approaches, and taking into account national and religious characteristics on the success of the enculturation process was established (noted by 46% of respondents). The cultural shock of African students participating in the academic exchange programs at the K.D. Ushinsky Yaroslavl State Pedagogical University is selective in nature, and its overcoming is facilitated by the friendly attitude of the host side (82%), direct communication with the local population (100%) and the absence of racism. In the third model, important factors in the academic adaptation of African students at K.D. Ushinsky Yaroslavl State Pedagogical University are perceived as opportunities for self-realization and career prospects (100%). Key conditions for implementing each model are identified. Conclusions and Research Prospects. The results of the empirical study confirmed the hypotheses regarding the effectiveness of the identified models. The culture shock experienced by West African students studying at Russian regional universities acts as a trigger for cross-cultural and academic adaptation and integration. This study helps identify key integration conditions and prospects for promoting Russian teacher education in West African countries and may be useful to researchers, organizers, teachers, and participants in Russian-African educational and outreach cooperation.
Institution: Yaroslavl State Pedagogical University
Language: English
Subfield: Communication
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7136244147