The Adaptation of Russian Students to Chinese Higher Education: A Mixed-Methods Study

Abstract

Cooperation between Russia and China in the field of education has expanded significantly. In 2026, the number of Russian students studying in China reached 21,000. However, empirical evidence shows that students face many difficulties adapting to the new environment. Given the growing popularity of Chinese universities among Russian students, the present study aimed to identify the factors and mechanisms underlying international students’ adaptation to China. The empirical basis for the study is a survey conducted among Russian students studying in Chinese universities from March to May of 2026 using the WeChat platform. The students’ adaptation to China is addressed through a mixed-methods design, incorporating both quantitative and qualitative approaches. Quantitative analysis using PLS-SEM allowed us to test the interplay of uncertainty avoidance, perceived awareness of cultural differences, cultural capital, and pre-training and three adaptation domains: household, socio-cultural, and academic. Thematic analysis of qualitative narratives further elucidated the mechanisms underlying the statistical relationships. The results of the analysis demonstrate ambivalence to the Chinese environment, while the adaptation process is not linear, but represents a constant movement between the two poles. The findings have theoretical and practical significance and reveal that uncertainty avoidance and perceived cultural differences serve as a significant catalyst for adaptation.