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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. At the present time, more and more students are changing either their field of study or the university in the process of studying. This raises the problem of how to determine whether a student’s level of knowledge meets the host institution’s criteria. A simple comparison of competencies is not enough. Therefore, the authors propose a new system of comparing existing and required knowledge (competencies) at the new place of study. The purpose of this article is to present the results of research on the development and practical application of specific “competency trees” that allow for the automatic comparison and re-crediting of disciplines. Materials and Methods. The research is based on the methods of system analysis for weakly formalized problems: the method of expert evaluations and the method of the goal tree. For direct development the method of construction of binary decision trees was used. To evaluate the effectiveness of the developed method, methods of observation and comparison were used. Results. This article describes the specific steps for creating checklists based on multilevel competency indicator trees. The tables describe the four levels of competency acquisition. Based on the experiments carried out on the use of such tables for retake disciplines when transferring a student from one specialty to another, the following recommendations are made: if it is necessary to obtain a mark of the “Test” type in the Host University, the comparison is made according to the second level indicators; if it is necessary to obtain a mark of the type “Graded test/Test with a grade” in the Host University, the comparison is made according to the third level indicators; if it is necessary to obtain a mark of the “Exam” type in the Host University, the comparison is made according to the indicators of the deepest level for this indicator of the first level. The technique has been successfully tested for moving of a student within Kazan National Research Technical University named after A. N. Tupolev-KAI between the academic programs Aircraft Engineering and Applied Mathematics and Informatics. Discussion and Conclusion. The proposed multilevel system of interuniversity indicators will significantly simplify the procedure for transferring subjects for students who are moved from one study program to another at any level – whether within one university, or between different universities of the Russian Federation. The use of an automated system for comparing the level of knowledge of a student when moving from one university to another will not only reduce the time of a student and teachers, but also eliminate the human factor, bias and subjectivity in the process of making decisions about transferring, and increase the transparency of this process. All this together will contribute to the development of academic mobility of students, increasing their competitiveness in the labor market and strengthening academic interuniversity relationships both in Russia and abroad.

Introduction. The article is concerned with the use of special electronic teaching tools to increase the students’ understanding of the subject and adaptation to the professional language environment of the host country, taking into account the mathematical education. Our purpose is to develop a methodology of multilingual support of mathematical courses in the host country to improve the effectiveness of students’ academic mobility using e-learning tools. Materials and Methods. The basis of the research was methods of system analysis and descriptive and analytical methods, primarily experimental. To identify advantages of the proposed approach the methods of empirical research were used (observation and comparison). To prove the efficiency, classical methods of measurement were used. Results. We analyzed the existing electronic learning environments and defined an e-learning environment Math-Bridge that allows for creating mathematical courses in several languages in parallel. For example, the e-training course “Optimization Methods” was developed in three languages for training Russian-speaking Master programme students. The comparative analysis of the target and control student’s groups showed that 100 % of the students in the target group achieved an excellent level of mastering competencies, while the control group has only 75 %. For the control group, the degree of motivation to mathematical studying has not virtually changed (increase by 0,86 %). In the target group the level of student interest to the mathematics increased from 0,9 % to 8,9 % (mean 2.21 %). Discussion and Conclusion. The results described in the article will be useful for the staff of international departments, administrations and deans, as well as teachers of those universities that participate in the students’ international academic mobility programmes.