Том 27, № 1 (2023)

Introduction. Academic mobility of students is an integral part of quality higher education in Russia. A frequent problem is a difficult adaption to a foreign country. The article looks into to the problem of offsetting negative consequences of cultural adaptation of Russian students in German universities during short-term stay. The aim of the article is to work out recommendations on preliminary preparation of short-term international academic mobility programs between Russian and foreign partner universities, taking into account cultural adaptation of students.
Materials and Methods. The research draws on surveys of students participating in the 6-month (1 semester) international Russian-German academic mobility program. As a survey technique, a group continuous correspondence survey was employed. The questionnaire was compiled following the conditions of relevance and representativeness using empirical indicators and descriptive statistics. The method of statistical factor analysis served a tool to identify the main factors influencing the quality of adaptation; for a comparative analysis of the results of the survey, statistical methods of comparing averages and statistical visualization were used.

Results. The article analyzes the results of surveys of students of the German-Russian Institute of Advanced Technologies about the main points of education in Germany that cause them difficulties. A comparative analysis of learning in the context of the COVID-19 pandemic (hybrid, almost completely remote learning) with the period before the pandemic (full face-to-face learning) was made. Conclusions are drawn about the prevailing factors that influenced the success of learning in both cases. Examples of practical recommendations are formulated as to the necessary preparation of Russian university students for studying at European universities in the years following the pandemic, taking into account the results of surveys of teachers from the host German university, as well as the observations of an expert from the Kazan National Research Technical University over the teaching process at the Technical University of Kaiserslautern. Based on the results of the analysis of factors most affecting the success of Russian students in a foreign university, we propose measures aimed at accelerating and mitigating the adaptation of Russian-speaking students to a long stay in a foreign environment. In the aftermath of the COVID-19 pandemic, the hybrid form of education looks most effective, as it increases the success of Russian students studying abroad.
Discussion and Conclusion. The proposed approach to the assessment of influencing factors and the developed methods for their elimination will help prevent similar problems in the future. The conclusions made by the authors contribute to the practice of short-stay international academic mobility organization. The article materials are of interest to the scientific and pedagogical community, faculty and management of educational institutions.

Introduction. The problem of preserving and protecting the native language today is one of the main ones facing any people thinking about their future in the conditions of globalization, European economic integration and a modern multinational and multi-confessional state. The purpose of this article is to examine the internal processes of the destruction of the status of a single official language as a link between the country and the analysis of the discriminatory status of the Spanish language in modern Spain and the prediction of the consequences of such discrimination of language policy, as well as a comparative analysis of the language situation in Spain and Russia.
Materials and Methods. This section specifies what has served as material for the analysis and describes the research techniques used. The object of the study is the Spanish language as the official language of the Kingdom of Spain, its role and its changes in the regions in the process of political processes over the past decades. Comparative-historical and typological research methods are used, as well as methods of observation, analysis, modeling.
Results. This is the main section, which aims to confirm or reject a working hypothesis (or hypotheses) by means of analysis, synthesis and elucidation of data. The reasons for the unbalanced state of the language situation in Spain, as well as the negative consequences of the language policy pursued by the government, are analyzed. Practical recommendations have been developed to overcome the existing critical problems in the field of the countryʼs language policy, based on the Russian example.
Discussion and Conclusion. In this part, the results are to be briefly summarized and the main directions for further research indicated. The results presented in the article contribute to the scientific understanding of the problem of the status of the state official language in modern Spain. They contribute to the development of awareness of the seriousness and danger of the problem. If we Spaniards do not realize the seriousness of what is happening and do not force the government, the opposition and all legitimate parties to respond to this critical situation, then the future of the Spanish language and the Spaniards themselves in Spain seems pessimistic, since we will be foreigners in our beautiful country.

Introduction. The active use of blended learning technologies in universities has highlighted the problem of their effectiveness. The solution to this problem envisages further clarification of the distinctive features of blended learning technology and selection of performance indicators. The purpose of research paper is to justify the selection and define assessment criteria for effectiveness of blended learning technology, and to develop a multi-level system of indicators of their manifestation in university educational practice.
Materials and Methods. Methods of systematic analysis of scholarly literature, grouping scientific information, modeling, point-rating scaling, comparison and methods of mathematical statistics. It also includes the results of an online survey conducted among students and teachers at Russian universities and the results of a content analysis of the open-ended question “Blended learning technology is effective if ...” of the “Unfinished sentences” methodology.
Results. Within the framework of the complex approach, the selection of effective, didactic and resource criteria for assessing the effectiveness of blended learning technology have been substantiated. It was revealed that students prefer the didactic, and then the resource criterion in assessing the effectiveness of blended learning technologies, and teachers consider the resource criterion to be a priority, followed by the didactic one.
Discussion and Conclusion. The research results contribute to the development of scientific ideas about the system of criteria for assessing the effectiveness of blended learning technology and increasing the level of reasonability of managerial decisions on their application in the higher education system. The article materials will be useful for university teaching staff and managers, as well as researchers concerned with analysis and assessment of blended learning and modern educational technologies’ effectiveness.

Introduction. In the modern world, there is an expansion of the spectrum of transition trajectories to adulthood in adolescents and young people as well as the increased importance of “subjective markers of adulthood”, which represent a set of qualities of a “mature personality”. There is no idea about the specifics of the growing up trajectories among modern adolescents, taking into account their psychological characteristics. The purpose of the article is to investigate the quantitative and qualitative indicators of the images “I am now” and “I am an adult” in adolescents with different levels of personal maturity.
Materials and Methods. The survey involved 1 097 adolescents aged between 13 – 17. The method of contrast groups by the Self-assessment Scale of personal maturity allowed to identify subgroups of adolescents with high and low levels of personal maturity. The quantitative and qualitative characteristics of the attitudes “I am now” and “I am an adult” obtained by the modified “Who am I?” technique were compared in these subgroups.
Results. Regardless of the characteristics of personal maturity, adolescents include more elements in the attitudes “I am now” than in “I am an adult”; the core of both attitudes includes mainly the characteristics of the socio-demographic, formalized and individualized Self. Differences between the subgroups of adolescents with HPM and LPM include: different age dynamics of the number of elements in the attitudes “I am now” and “I am an adult” (a consistent decrease in the number of elements in adolescents with HPM against an absence of significant changes in the sample of their peers with LPM), as well as a more significant contribution of the characteristics of social-role functioning in attitudes “I am now” and “I am an adult” in adolescents with HPM.
Discussion and Conclusion. The research contributes to the understanding of the psychological characteristics of modern adolescents who are at the stage of transition to adulthood. The results will be useful for the practice of psychological and pedagogical support of growing up and psychological counseling on personal self-determination in adolescence.

Introduction. Human resources are likened to the backbone of any organization ensuring its sustainable development and competition. Investment in the workforce through training programs brings back the best fruitful achievements. This study investigated six basic factors affecting the training effectiveness in Vietnam, which is considered as burdensome matters to any organization in terms of having a skilled workforce to meet the current working situation.
Materials and Methods. The study employed a mixed-methods approach involving a sample of 370 with e = ±5% over the population of 10,000 civil servants in Hanoi City. The quantitative data from the 5-Likert scale questionnaire among 370 respondents were addressed by IBM SPSS v.25. The semi-structured interviews relative to the same factors in the questionnaire were conducted with another 79 respondents to verify the validity of the research using NVivo v.12 for data treatment.
Results. The results of the study revealed the dissatisfaction of employees with the training programs of professional development. The authors recommend to create a competent system of motivation to improve the effectiveness of training and development of employees. The leaders should conduct needs analysis seriously to comprehend the real expections of employees so that they could satisfy what lack of expertise skills and knowledge employees want to be updated. Besides, the incentive schemes and job promotion feasibilities are availed to any employee who is successfully performed well at work after the training courses.
Discussion and Conclusion. The conclusions made by the authors contribute to the development of innovative training technologies in the system of professional development of the company staff. The results of the study will help HR professionals in the development of effective training programs that meet the expectations of employees.

Introduction. The aim of this research is to define what role continuous assessment plays in foreign language teaching. We analysed some of the most frequent communication and language mistakes by our research sample students in their written communications at the B2 level. We believe these correlations have yet to be closely studied in the context of the foreign language teaching process since there is a significant increase in the number of international students entering Slovak universities for programs implemented in the Slovak language. We also researched the current interest of our non-Slovak university students in verifying Slovak language competencies through ECL testing compared to the period before 2019 in correlation with their writing skills preparation.
Materials and Methods. Our research sample included 200 randomly selected written communications by firstyear international students of our University in the period of 2019‒2022 in various fields of study at the age scale from 17 to 42. The students were from Russia, Serbia, Kazakhstan, Uzbekistan, Belarus, Ukraine, and the Czech Republic. We applied content analysis of the written communications concerning the most frequent mistakes from the morphological, syntactic and writing-accuracy points of view. We also used statistical methods to research the current interest in verifying foreign language competencies through ECL testing on the side of our international students.
Results. The results delivered that the most frequent errors are typographical, mainly related to spelling, punctuation and paraphrasing; therefore, we can claim that in the Slovak language learning, it is significantly beneficial to focus on formal correctness, i.e. consistent acquisition of the Slovak language grammar system. We also identified the sociolinguistic adequacy of written communication problematic, i.e. style, clear statements formulations, and adherence to the text composition. The results also demonstrated the increase in our international university studentsʼ interest in verifying foreign language competencies through ECL testing compared to the period before 2019.
Discussion and Conclusion. From the results it follows that teaching writing skills intensively with a focus on particularly identified problematic issues in written communications increases the learnersʼ language acquisition level. This study presents results that may be useful in the targeted language preparation of the international students recruited to Slovak universities as their home universities and their further preparation for undertaking Slovak language proficiency official verification. In addition, the results of our study may contribute to the further development of general professional education in foreign languages.