UDC 378

Han X.¹ (Moscow, Russian Federation) – 1824123927@qq.com

¹MGIMO University

Abstract. Growing cooperation between the People’s Republic of China and the Russian Federation in education has led to an increase in the number of Chinese students at Russian universities. To ensure successful academic and professional development, including participation in international projects, it is essential to ensure integration of Chinese students into the student community of a Russian university. To ensure the effectiveness of the integration process, it is necessary to develop a model adapted to Chinese students and their specific cultural characteristics. This determines the relevance of this study. The author aims to design and analyze a model of Chinese students’ integration process into the Russian student community and analyze its components. Based on the research results, a six-block model was developed, including the orientation-and-target, methodological, organizational, resource-and-activities, criteria-diagnostic, and resultative blocks. The Target-based block contains two components: a social order from the Chinese and Russian relevant ministri es and the creation of an educational environment that supports integration. The environmental, personal-activity, cultural and competency-based approaches form the Methodological block. This block also includes psychological, linguistic, sociocultural and organizational-pedagogical factors. The Organizational block presents formal and informal student communities and participants in the integration process. The resource-and-activities block contains information about university integration resources and activities that facilitate this process. The Criteria-diagnostic block includes eight criteria for the development of competencies that underlie intercultural integration competence, as well as diagnostic tools and competency development levels.The Results block presents a systematic set of competencies that build intercultural integration competence, allowing one to assess the success of integration. The author concludes that international students need to develop communicative-and-verbal, linguistic-and-sociocultural, and intercultural competencies that build intercultural integration competence.

Keywords: model, involvement, student community, educational environment, integrative intercultural competence.

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For citation: Han, Xueying. (2026). Designing a model for the integration of Chinese students into the student community of a Russian university. CITISE, 3, 689–700. (In Russian).