PERSPECTIVE DIRECTIONS OF DEVELOPMENT OF THE FOREIGN STUDENTS’ TRAINING ADAPTATION SYSTEM IN UKRAINIAN HIGHER EDUCATION INSTITUTIONS

Abstract

This paper presents the current situation and identifies the perspective directions of development of foreign students’ adaptive training system in the Higher Educational Institutions (HEI) of Ukraine. The organizational and adaptive-­educational elements of adaptation are highlighted. The comparative characteristics of Ukrainian and American HEIs in the issue of carrying out adaptation measures were used, which allowed to identify perspective areas that require an active implementation of the system of foreign students’ training in domestic educational institutions.
The organizational element of the system of foreign students’ social and pedagogical support has prospects for further development within the HEIs of Ukraine in the following areas:
creation of a coordination and consultation center, which will allow to receive a systematized statistical information about the current condition of adaptation processes in the HEIs of Ukraine, and carry out a further study of foreign experience to include positive aspects to the national student’s support system;
development of Support Centers for Foreign Students on the basis of HEIs as structural units that provide training; use for this aim the acculturation triad, that involves a simultaneous training for culture shock overcoming (sociocultural component), development of communication skills (linguistic component), providing psychological counseling (psychological component);
creation and support of internationally-­oriented organizations that will promote the Ukrainian educational system, as well as practically implement the methods of training and working with foreign students, that can later be used in the work HEIs within the country.
At the same time, the adaptive-­educational component of the development of the system of foreign students’ adaptive training is characterized by:
providing psychological support, that should consist of personal motivation and measures to overcome the intrapersonal problems associated with the impact of culture shock;
awareness of the cultural features combined with the development of language skills (in four main areas – speaking, reading, listening and writing), that will form appropriate linguistic and cultural patterns that will effectively interact in the academic and social environment of the host society.