Introduction

Modern science distinguishes various types of adaptation, among which physiological adaptation holds a central place, representing a dynamic process of mobilizing the body's functional systems in response to changes in the external and internal environment, aimed at achieving an optimal state under new living conditions [1]. From a medical perspective, physiological adaptation is the ability of the human body to maintain its characteristic level of homeostasis and, through the breakdown of old patterns, to build a new program of life activities under new living conditions. These three components are distinct phases of physiological adaptation. If these phases are not fully completed or if there is a delay in any one of them, it can negatively affect a person's physical, psychological, and emotional state.

A substantial body of scientific literature is devoted to the study of various types of adaptation: social, physiological, psychological, mental, sociocultural. In the works of I.M. Sechenov, I.P. Pavlov, N.E. Vvedensky, and H. Selye, adaptation is predominantly considered at the physiological level—as a process of maintaining homeostasis and adapting the organism to changing external conditions [2]. According to I.M. Sechenov, life is a constant adaptation to living conditions [3], while N.E. Vvedensky and I.P. Pavlov in their works emphasize the existence of protective and adaptive reactions of the organism [4, 5].

According to a number of researchers, adaptation should be considered not only at the physiological but also at the psychological and psychophysiological levels [6]. Mental adaptation is related to a person's goal-setting, and its success is determined by the maximum correspondence between the individual's needs and the goals they achieve. The central characteristic of a person's mental adaptation is considered to be their attitude towards surrounding reality and towards themselves. A.G. Maklakov draws attention to the fact that adaptation is not only a process but also a property of a living organism. As for humans, adaptation largely depends on their psychological characteristics, for example, their level of self-esteem [7].

The success or failure of physiological adaptation of foreign students in new conditions is largely determined by their individual characteristics and communicative abilities, including the development of social competencies corresponding to the culture of the host country [8].

Thus, the process of physiological adaptation is inextricably linked with social adaptation, a special type of interaction between the individual and the social environment [9]. The overall success of a foreign student's adaptation depends on how well they are able to correctly understand their new surroundings, their new environment and its problems and demands, and how capable they are of perceiving their involvement with this environment and the society in which they will live.

Successful adaptation of foreign students to living conditions in Russia is an important component of their studies and for establishing relationships between students and teachers, as well as with other residents of the country. This process is multifaceted. It includes adaptation to a new sociocultural environment, to new climatic conditions and time zones, to a new educational system, to a new language of communication, to the international nature of study groups, and adaptation to the culture of the new country. The adaptation of students from other countries occurs in several stages: language integration, socio-domestic adaptation, and familiarization with Russian culture, including the specifics of studying at the university itself. Precisely completing all these stages ensures a comfortable and safe environment for the living and studies of foreign students.

We conducted a study with the aim of determining the strengths and weaknesses of the adaptation process, as well as improving the program of assistance to foreign students in perceiving a new social reality, identifying problems arising at the stage of physiological adaptation of foreign students (citizens of Egypt) of V.I. Razumovsky Saratov State Medical University (SSMU), and examining the features of their adaptation process to new living conditions.

Materials and Research Methods

Within the framework of this study, a sociological survey was conducted using a questionnaire method among international students studying at SSMU. The questionnaire questions allowed for an assessment of important factors influencing the process of adaptation of foreign citizens to living and studying conditions at SSMU, such as physiological factors (climate, safety, quality of medical care, etc.) and socio-psychological factors (language barrier, features of Russian culture, communication with others, etc.), which most strongly affect the moral and physical health of students, the maintenance of which at a high level plays a key role in their successful learning (N=86, Saratov, 2024).

The respondents were international students of years 1-6 of the Department of International Education of the Medical Faculty of the university, citizens of Egypt. Participants independently completed a questionnaire containing data on their adaptation, physical and psychological health.

Results and Discussion

The results of the conducted sociological survey allow for the following conclusions.

The most common answers to the question about the main reasons for choosing SSMU for studies were: advice from relatives, friends, and acquaintances (47%); the opportunity to study in English (40%); and also - the presence of acquaintances studying at the university (28%).

The educational goals for this category of students at SSMU are the desire to receive a quality medical education (60%) and the opportunity to obtain an educational diploma to work in their home country in the medical field (49%), while only 7% of students chose obtaining an educational diploma from another state as their main goal.

During the survey, the main difficulties encountered by students from another country in the initial period after arrival in Russia were identified: lack of knowledge of the Russian language (80%) and climatic conditions (42%).

When assessing their health status on a scale from 1 to 10 (where 1 is completely dissatisfied, and 10 is completely satisfied), it was noted that more than 70% of students rated their condition as satisfied, and less than 15% experienced health problems. Therefore, 82% of foreign students either never sought medical help in the city of Saratov, or sought it no more than once a year. However, it should be noted that 5% of students seek medical assistance every month. Particular vulnerability of the health of foreign students may arise due to stress against the background of acclimatization and adaptation, when a person first contacts a new environment—the body's immune resistance decreases.

When assessing the quality of medical care provided in the city of Saratov—more than 80% of foreign students responded that they were not fully satisfied with its quality. When obtaining medical insurance, students encountered two main problems: high cost and denial of medical insurance.

Regarding the question of nutrition, more than 88% of respondents state that they prepare food themselves, while less than half of the surveyed students experience satisfaction with the local cuisine.

No less important a factor is the place of residence, as more than 80% of foreign students utilize the option of staying in the university dormitory during their studies, while noting uncomfortable living conditions (51%) and lack of tranquility (42%).

An important aspect is that 80% of respondents encountered difficulties in assimilating educational material, attributing this largely to a lack of educational materials in English (47%) and insufficient knowledge of English among university professors (33%).

In case of problems, foreign students primarily turn to their classmates (47%), followed by the university administration, professors, and the academic advisor. Also, 66% of the surveyed students do not have friends among Russian students, citing the main reason as insufficient knowledge of the Russian language.

It should be noted that less than 50% of respondents encountered unfriendly attitudes or indifference from those around them.

Conclusion

The results of the conducted study indicate the active involvement of foreign students in the cultural life of the university. According to the obtained data, academic advisors of student groups play a key role in this process, purposefully facilitating their integration into the Russian sociocultural space. The high level of satisfaction with the adaptation process apparently contributed to the fact that 75% of respondents are willing to recommend V.I. Razumovsky SSMU for education to their acquaintances.

Thus, based on the analysis of the questionnaire data, it can be concluded that the adaptation of foreign students at SSMU is characterized by an overall positive dynamic. Despite the presence of individual difficulties, the majority of the surveyed students assess their experience of adapting to conditions in Russia as successful.