Successful graduates of the international higher education programs are a potential source are not only for global economic and cultural development, but they also contribute to the exchange of knowledge and technology. A distinctive feature of these graduates is the opportunity to maintain a long-term and sometimes lifelong, mutually beneficial relationship with their alma mater and other graduates, regardless of their nationality. The authors analyze the nature of interaction with foreign students of the American colleges and universities through the Bureau of Educational and Cultural Affairs and other bureaus and offices of the State Department, non-governmental professional and public associations. The article examines the functioning of the alumni associations of American universities and their role in the reputational support. Along with official graduate groups, the authors studied informal communities (social networks) of graduates of higher educational institutions in the United States. The study presents the perception of foreign students of American colleges and universities by the staff of analytical centers. Studying the mechanisms of interaction with international graduates of American colleges and universities is of interest, among other things, in order to improve the system of attracting foreign citizens to study in Russian higher education programs, to develop a system of formal and informal ties with graduates, and to raise the status of Russian education in the world.

The article focuses on effective tools for higher education institutions and government agencies in France, as well as technologies for cooperation with foreign students in the context of globalization. It analyses key areas, from the initial process of student adaptation to the country’s educational system, to their inclusion in the cultural and social space of France and ensuring successful career development after completing educational programmes. The study focuses on the diversity of projects and initiatives by French universities, including the development of special adaptation courses, the implementation of grant support systems, specific methodological approaches, such as the use of mentoring for foreign students and the implementation of interdisciplinary events, as well as active interaction with potential employers. The paper presents case studies of successful practices, from the successful integration of foreign graduates into scientific communities to innovative cooperation programmes between French universities and the international business sector. Particular attention is paid to the integrated approach and how it contributes to strengthening the competitiveness of graduates in the global labor market and deepening the country’s intercultural ties with the international community.

This article presents the results of the expert session “Technologies for Working with Foreign Citizens – Graduates of Country Educational Programs” held at the Center for International Humanitarian Communication Research at the Peoples’ Friendship University of Russia, named after Patrice Lumumba on November 21, 2024. The session discussed the following issues: how effective and viable existing formats for working with graduates are; what mechanisms exist for building a corporate identity for graduates of country’s educational programs; and what mechanisms can be used to increase the motivation of foreign students to continue interacting with their alma mater in the long term. Based on the results of the discussion, experts developed recommendations for effective involvement and retention of graduates in an integrated community that is friendly to the Russian Federation. The authors of this article presented reports on the activities of the CIS and SCO Network Universities during the discussion.
The authors note that network universities are an important tool for developing educational and scientific cooperation, strengthening intercultural communications, and increasing the mobility of students and teachers. They contribute to the formation of a common educational space and harmonization of national education systems, which can have a positive impact on economic and social development in participating countries in the long run. However, despite the existing potential, network universities face a number of problems that limit their effectiveness. This also affects the opportunities for working with foreign citizens - graduates of network programs at Russian Universities. Therefore, it is necessary to further improve the functioning mechanisms of Network Universities and increase their attractiveness to all participating countries.

The article presents the results of a pilot study conducted by young researchers as part of the “Russia Today and in the Future: Attractiveness Factors” project, organized by the National Research Institute for Communication Development. The methodology used by all participants in the project is described in this article.
Based on an analysis of information sources, the results of foresight sessions, and a survey of young people (from Asian and Latin American countries: Vietnam, India, Cambodia, China, Thailand and Peru) studying in Russia, the authors conclude that these countries have a solid foundation for educational interaction. Peruvian youth focus on Russia’s influence on human development and political activity in modern society. The factors that make Russia attractive to Indian students are based on a history of trust-based interaction between the two countries. The main aspects include quality education, low tuition and living costs, a variety of programs, rich cultural heritage, and a special path of historical development. The results of the study on tourism relations between Russia and Thailand emphasize the need for targeted actions to develop these relationships. Students from Asia-Pacific countries studying in Russia note that the country has all conditions for higher education, including economic conditions that allow international students to feel comfortable, and receive affordable and high-quality education. The results of the research presented in the article aim to create a basis for further study and the development of recommendations to improve the level and factors of Russia’s attractiveness.

The article contains the results of a pilot study conducted by young researchers as part of the project “Russia Today and the Future: Factors of Attractiveness”, organized by the National Research Institute for Communication Development. Based on an analysis of information sources, foresight sessions, and a survey of young people from Central Asian countries studying in Russia (using the example of Uzbekistan and Tajikistan), the authors conclude that these countries have a solid basis for educational cooperation.
The authors note that not only a common historical past but also common cultural values serve as the basis for strengthening relations between countries. Active development of interactions in the field of culture and education expressed in holding many events aimed at familiarizing oneself with the traditions and customs of two peoples as well as promoting cultural and educational exchange play an important role in developing cooperation. Main aspects influencing student adaptation are considered educational opportunities, language barriers, cultural differences, social interactions. Meetings and negotiations at the level of country leaders enhance dialogue between the two cultures. Results of the survey and analysis are presented to identify current trends, both positive factors contributing to rapprochement and negative ones acting as obstacles to successful integration of young people into Russian society. Possible solutions for more successful partnership between countries are proposed to solve problems.

The article contains the results of a pilot study conducted by young researchers as part of the project “Russia Today and in the Future: Factors of Attractiveness”, organized by the National Research Institute for Communication Development. Based on analysis of information sources, results from foresight sessions and a survey of young people from the Middle East and Africa studying in Russia, the authors concluded that the countries in question have a solid basis for educational interaction.
The flow of Arab students coming to Russian universities is increasing every year. Russia and the Arab world have long-standing relations in various areas of foreign policy and diplomacy. One of the main factors of cooperation is opposition to Western monocentricism. Many Lebanese applicants, who have problems with admission to their only public university, want to enroll in Russian institutions, because they appreciate the quality of Russian education, take cultural and historical connections into account, and also consider the favorable socio-political climate for Middle Eastern representatives. Russia is popular among modern Egyptian students as a foreign country for education, where medicine, engineering, and international relations are in demand. For Palestinian, Nigerian, and Angolan students, in addition to historical and cultural ties, the attractiveness of education in Russia is associated with the relatively low cost of studying at universities (compared to local “native” universities as well as universities in the EU and USA). The youth of Arab countries and Africa focus on a positive image of the Russian people, their friendly attitude, and religious tolerance. At the same time, Russia is not a key country for students from the analyzed countries to obtain higher education. Most of them focus on grants, olympiads, and quotas allocated by Russia for foreign students, while facing a language barrier. This actualizes the need for improving the positioning system of Russian education abroad and developing international academic mobility. Russia has an undeniable competitive advantage in the “Eastward movement” - the experience of the Soviet Union, and many countries in Asia and Africa gratefully remember the times when Soviet projects were implemented. Intensifying Russia’s cooperation with African and Middle Eastern countries requires a well-planned and clearly formulated strategy and tactics.

Technologies of post–academic work with graduates of educational institutions have been the subject of research in the scientific community for a relatively long time, both in relation to foreign research and recent domestic developments. This is due to transformations in the educational system in Russia within a short period, by historical standards. The Soviet experience of working with graduates (especially foreign citizens) was left out of scientific discussions due to a new competitive internal education environment, forcing universities to find new strategies to attract students and use graduate communities for this purposes. The purpose of the article is to identify scientific approaches to the study of graduate communities, identify their interests, and characterize the prospects for approaches for practical work. The article focuses on pragmatic and value aspects of graduates’ interaction with the university: the search for motivation to become a member of the university community, the values of belonging to this community and the potential for graduates in bilateral interstate relations. According to the results of the study, it was concluded that the internal economic aspects of educational activities play a dominant role in scientific discourse, including attracting new applicants, attracting business partners and employing graduates. The foreign policy interests in working with graduates have just begun to be analyzed by international political scientists and sociologists, and the experience of working with foreign citizens educated in other countries can serve as a basis for creating a strategy for interacting with foreign graduates.

In the modern global market for educational services, Russia is strengthening its position in terms of cross-border education experience. The article considers models and forms of cross-boundary education, identifies the most widely used ones by Russian universities, and identifies the latest forms initiated by them. Based on examples of universities and statistical and analytical data, it presents the practices of Russian universities in internationalization of higher education, development of digital platforms, formation of a network of foreign branches, creation of joint institutions, and participation in networks. Effective implementation of cross-border cooperation in the field of education is based on distance learning technologies, which are economical and quickly permeate all corners of the world. Although Russian universities do not occupy a leading position in international education, participants in the educational process are aware of its significance for the internal and external development of educational systems and the promotion of Russian education abroad. Relevant documents have been adopted at the state level. According to the authors of this article, international cooperation in education is still in its early stages of development. The process of internationalization of education faces a number of challenges related to the adaptation of existing and newly developed strategies for cross-border education. Analysis of the results of implementing state documents and university initiatives reveals the dynamics of development of cross-border forms of education and promotes the development and implementation of new initiatives in cooperation with foreign partners.

Modern Russia has inherited from the Soviet Union a vast network of educational institutions and some educational traditions. Over time, Soviet educational standards have partly become outdated, partly artificially eliminated, and the Russian state itself has faced a number of new challenges that suggest the return of the Russian Federation to the ranks of world powers with a highly competitive level of education. Most of the articles about practices and approaches to teaching foreign students in Russia are written by teachers. All kinds of statistics are used and analyzed mainly in universities, which indicates a direct interest of the teaching community in improving the quality of education for foreigners. However, state universities face difficulties in implementing improvements due to the absence of necessary laws and initiatives from the government. This is due not only to the need to update legislation in accordance with new conditions, but also largely due to the inherited Soviet practice of managing higher education from above. The author reviews the literature on key problems and trends in this sector, comparing and evaluating the Soviet legacy and modern practices, and suggests ways to solve some of the main problems based on both Soviet and foreign experience.

In this paper, using Belarus as an example, we study the mechanisms and conditions for establishing a communication regime, as well as a possible “corridor” for its changes. Based on the analysis of communication channels and the conjugation of communication and institutional approaches, it is shown that communication channels do not arise chaotically, but are regulated by the established configuration of institutions that govern the social system. The intensity of intercountry communications is determined by the institutional affinity of the interacting countries and reaches a maximum in the case of their civilizational unity. The mechanisms and conditions for establishing the communication regime of Belarus are explained by the properties of its institutional matrix, as well as the conditions of existence of society on the line of a civilizational fault. It is shown that the main organizing role in the formation of communication flows in Belarus is assumed by the state, which corresponds to the X (non-Western) type of institutional matrix with the dominance of redistributive institutions and presupposes the presence of a strong branch of government coordinating public activity. The role of religion in the formation of the communication regime is analyzed. It is shown that the communication regime of Belarus is characterized by the presence of two civilizationally divided cores associated with the Eastern and Western Christian churches. The possibility of civilizational changes due to intercountry communications (shifting the border of the civilizational schism from the territory of Belarus to its western borders) and phenomena that hinder them are discussed. The conditions imposed on the “corridor” of changes in the communication regime are defined: achieving a balance of institutional changes initiated “from above” and the readiness to accept these changes “from below”.

This article examines the complex issue of linguistic identity in the Republic of Moldova, emphasizing that linguistic disputes often have political overtones. The main idea of the text is that language is a key element of national identity, and its definition is used as a tool in political games by states, reflecting their history of interrelations and cultural interactions. In particular, the emphasis is placed on the connection with Romanian irredentism policy. The article examines factors that influenced the formation of linguistic identity from times of Moldavian Principality until present day. The author used various approaches to analyze this problem, which allowed her to reveal the dominance of ethnolinguistic over civil identity in Moldova, demonstrating deep contradictions in defining Moldovans as a nation. At present, however, emphasis is placed upon political mechanisms for determining linguistic and, consequently, national identities. The adoption of the law recognizing Romanian as the state language, instead of Moldovan, and the abolition of Russian as a language of interethnic communication emphasize the desire of authorities to strengthen Romanian identity and integration with Romania. In modern Moldovan society, there is an intense discussion of language policy, which leads to an increase in ideological contradictions. Questions are raised about the future of language policy in the context of geopolitical changes and the internal stability of Moldova. Various points of view are considered.

The article presents the results of a study on Georgia’s communication regime in the context of the 2024 parliamentary elections. It analyzes the communication strategies of the ruling party “Georgian Dream” and the opposition, focusing on the use of media tools to shape public opinion. Special attention is paid to the influence of foreign policy factors, including interactions with Russia, the EU and the United States. The methodology includes structural-functional and systemic approaches as well as discourse analysis, which enables the identification of key trends in communication processes during the election year. The study highlights the role of institutional media regulation based on national and international legislative frameworks. It examines the transformations of discursive practices under the influence of external actors, including EU pressure linked to Georgia’s European integration. The findings demonstrate that pre-election communications have become a battleground for public opinion, with the opposition employing anti- Russian narratives to undermine the ruling elite. Meanwhile, “Georgian Dream’s” policy is characterized by a dual communication strategy maintaining a balance between national and international interests. Currently, the economic soundness and political practicality of Georgia’s ruling party contribute to maintaining the current state of affairs in communication, as criticism from Western organizations has allowed attention to be redirected away from discussions about relations with Russia. This research deepens our understanding of the role communication plays in Georgia’s political life and emphasizes its importance in shaping foreign policy directions and ensuring internal stability.