Psychological and pedagogical factors of international students’ adaptation in the higher education system
Psychological and pedagogical factors of international students’ adaptation in the higher education system

Summary/Abstract: International integration of the educational space in the 21st century contributes to the formation of a significant learning diaspora of foreign students in universities of different countries and different specialties. At the same time, there are significant risks of such students adapting to the mentality and specific learning processes of different nationalities, which can cause barriers to the rational academic performance of individuals. This study aimed to assess the adaptability and anxiety of international students of the first and fourth years to study in Karaganda Buketov University, Kazakhstan. The study relied on questionnaires for assessing adaptability (SACQ questionnaire) and anxiety (based on the technique developed by Spielberger and Khanin). The results show a correlation between anxiety and adaptability. Most first-year students have anxiety and adaptability at average and below-average levels. Fourth-year students have high adaptability scores and low anxiety scores. The results show that programs for international students at Karaganda Buketov University positively impact students, and there are essential in the university’s work. The anxiety and adaptability levels of the fourthyear students are expected and can be explained by natural habituation after time and the influence of programs for overcoming various adaptation barriers.

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