The role of social networks and digital platforms in facilitating the socio-cultural adaptation of international students in major Russian cities using the example of Moscow and St. Petersburg

Abstract

The article examines the role of social networks and digital platforms in the sociocultural adaptation of international students in Moscow and St. Petersburg against the backdrop of growing international mobility and the transformation of the digital environment into a key infrastructure for information, navigation, and social support. The aim is to identify the functional specialization of platforms and assess their contribution to informational, social, academic, and linguistic-cultural integration. Methodologically, a mixed design was applied: an online survey of 482 students (265 in Moscow; 217 in St. Petersburg; 28 questions), 32 semi-structured interviews (16 in each city), thematic coding of transcripts, and statistical processing using SPSS 26.0 (descriptive statistics, correlation analysis, t-test for independent samples); data collection took place from October 2022 to March 2023. The results show the dominance of Telegram and VK as the core of the digital ecosystem (daily usage >90%), niche use of WhatsApp for small-group communication, stable presence of WeChat within diasporas, and the leading role of university portals/LMS in academic interaction. Clear functional differentiation was identified: Telegram provides timely information and solutions to everyday tasks (average ratings on a 5-point scale: event search - 4.58; everyday issues - 4.32), VK supports the establishment of new contacts (4.62) and informal language practice (3.76), while LMS leads in educational communication and access to materials (4.68). According to subjective assessments, platforms exert the greatest influence on obtaining practical information and reducing social isolation, whereas the effect on improving Russian language proficiency and understanding cultural norms is moderate. Key barriers include information overload, language difficulties in Russian-speaking communities, risk of misinformation, superficiality of online contacts, and privacy threats; correlation analysis shows a significant link (p0.01) between purposeful platform use and success in solving practical tasks. The discussion emphasizes the ambivalence of digital tools: they significantly lower the transactional costs of initial adaptation but do not replace deep cultural immersion. The paper offers recommendations for universities on proactive moderation, creation of verified multilingual channels, and development of media literacy to enhance the quality of integration.