The concept of foreign students' academic success in the university preparatory faculty framework

The article addresses the pressing issue of enhancing the success of foreign students' education in Russian universities. The growing number of international students necessitates new approaches to their preparation, particularly at the pre-university stage. However, existing programs often lack sufficient theoretical foundation and fail to account for the multifaceted nature of academic success, which encompasses not only academic achievements but also sociocultural adaptation, motivation, and personal satisfaction. The study aims to develop a Concept of Academic Success for International Students in University Education, which integrates theoretical foundations and practical methods to create an effective learning environment. The theoretical framework draws on the works of A.I. Surуgin, V.I. Andreev, J.W. Berry, and other researchers, as well as data from UNESCO and the Russian Ministry of Science and Higher Education on global education trends. The Concept comprises three main sections: problem-goal-oriented, theoretical-methodological, and practical-technological. The first section identifies key challenges, such as language barriers, cultural differences, and the lack of personalized approaches, while outlining the strategic objective - creating a supportive, communication-based, and personalized educational environment. The theoretical-methodological section defines academic success through four components. It also presents the principles and patterns underlying the Concept. The practical section proposes specific implementation tools, such as digital educational platforms, performance and adaptation monitoring systems, and technologies for cultural immersion. These methods have been tested at the preparatory faculty of Kazan (Volga Region) Federal University, which uses interactive portals, multilevel courses in the Russian language and specialized disciplines, and virtual discussion platforms. The findings demonstrate that the proposed Concept systematizes the educational process for international students, enhances its effectiveness by combining traditional and innovative methods, and enables comprehensive success monitoring through the evaluation of all model components. The practical significance of the study lies in its applicability for designing curricula, developing digital resources, and formulating recommendations for intercultural communication in universities. In conclusion, it is noted that the Concept represents a significant advancement in the theory and practice of international student education and can be scaled to other universities. Future research prospects include a deeper examination of digitalization's impact on foreign students' adaptation and the development of new methods for personalizing the educational process. Thus, the article makes a substantial contribution to pedagogical science and offers practical solutions for universities striving for internationalization in education. The authors declare no conflicts of interests.

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