Cross-Cultural Adaptation in Educational Institutions: A Comparative Analysis of Approaches in Different Countries

The article explores the specific features of different countries’ approaches to cross-cultural adaptation in educational institutions. The purpose of the study is to conduct a comparative analysis of cross-cultural adaptation methodologies in educational establishments across various countries, to identify the main factors that determine their effectiveness, and to formulate well-founded recommendations. A systems analysis of publications devoted to adaptation models, institutional strategies, and empirical data on the experiences of international students is used as the methodological foundation. The theoretical framework of the study is composed of the classic acculturation concepts of J. Berry and M. Bennett’s developmental model of intercultural sensitivity. The results obtained indicate that the success of the adaptation process is conditioned by the synergy of active institutional initiatives — linguistic, academic, and socio-psychological support — and the individual characteristics of students. The comparative analysis revealed differences between assimilation strategies and approaches aimed at integration and the encouragement of multiculturalism. Particular attention is given to the advanced practices of leading host countries for international students, such as Canada and Australia, as well as to systemic shortcomings in the support infrastructure of states with less developed practices of international educational activity. The scientific novelty of the work lies in a holistic assessment of contemporary national adaptation models and the identification of their convergent and divergent features, which is of interest to university administrators, international education specialists, practicing psychologists, and researchers in intercultural communication.