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Socio-Cultural Bases for Studying Russian language and Russian Culture by African Students

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  Digital Object Identifier (DOI): 10.26907/esd.20.2.14
  Volume Number: 20 | Issue Number: 2 | Pages: 187 - 203
  Published: June 2025
  Article Keyword(s): accessibility and equality of opportunities, cultural representations, intercultural interaction, Russian as a foreign language, sociocultural factors
  Article Author(s) - listed alphabetically: Alexander Khodyrev, Irina Tarkhanova, Natalia Letina
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Relations between Russia and Africa today are reaching a new qualitative level. The research conducted by pedagogical universities of the Russian Federation under the auspices of the Russian Ministry of Education on scientific and methodological support for the transfer of the best Russian pedagogical technologies to the educational systems of African countries contributes to it. The purpose of this publication is to identify and summarize the significant intentions of studying the Russian language and culture by African students. Methodology. The study covered 170 respondents, which included university students in the Republics of Cote d'Ivoire and Ghana, divided into groups studying and not studying Russian. Russian-speaking citizens of these states who had Russian roots or studied at Russian universities were interviewed as a control group. The ethics of the study included voluntary participation, informed consent of respondents in the study, confidentiality and anonymity. The following methods of sociocultural analysis were used: interdisciplinary theoretical and methodological modeling, content analysis, focus group, questionnaire. Results. The study identifies the key cultural reasons for studying the Russian language and Russian culture by African students. Based on the results obtained, the foundational positions for developing a model for organizing educational activities aimed at promoting the goals and values of Russian education and culture on the African continent are substantiated. Novelty and practical significance. The research materials illustrate the possibilities for expanding the access of African university students to the study of Russian language and Russian culture, opening up prospects for them to continue their education in Russia. The identified sociocultural characteristics of the needs, inclinations and interests of students can be used to develop models of educational activities of Russia in Africa in order to form a positive attitude and high aspirations of citizens of African states to study Russian language and Russian culture.

Further Reading

  E&SD 20(1) March 2025
Problems of managing motivation for learning of students at Russian humanitarian universities  

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Journal Information

Publisher

Education and Self Development (E&SD) is published by Kazan Federal University (KFU)
See http://kpfu.ru/eng

Contact

"Education and Self Development"
Office 59, 1 Mezhlauk Street
Kazan 420021
Russia Federation

  +7 (843) 221 3475
  +7 (917) 904 9885
  samorazvitie@mail.ru

ISSN

ISSN 1991-7740

Frequency of Publication

E&SD publishes four print issues each year. It was established in June 2006

Impact Factor and Ranking

The Journal has been accepted for inclusion in Scopus and is applying for inclusion in Web of Science. At present it has not established an impact factor or ranking but these will be forthcoming.

Open Access

E&SD is an online, open access journal fully funded by Kazan Federal University. The Journal is a signatory to the Budapest Open Access Initiative and is committed to ensuring that all of the articles we publish are freely available. Articles are available to all without charge, and there are no article processing charges (APCs) for authors.

Scope Statement

Available here…

Article Keywords

assessment bibliometric analysis blended learning communication competence Covid-19 creativity critical thinking distance learning education educational environment educational process educational standard evaluation foreign language future teachers higher education identity inclusive education lifelong learning model motivation multicultural education non-formal education pedagogy personality professional competence professional development professional orientation psychological safety quality quality of education reading comprehension reflection self-assessment self-development students teacher teacher education teacher professional development teachers teacher training training upbringing values

Article Authors

Albina R. Drozdikova-Zaripova Alena Hašková Andreja Istenic Starcic Andreja Istenič Anna I. Akhmetzyanova Anna Kobtseva Aydar Kalimullin Aydar M. Kalimullin Aydar Minimansurovich Kalimullin Balwant Singh Branka Radulović Daria Medvedeva Dinara Bisimbaeva Elena Ibragimova Evgeniya Shishova Evsyukova E.A. Fatemeh Khonamri Ian Menter Idiyatov I.E. Ilshat R. Gafurov Kadriya Shakirova Liliana Shakirova Lira V. Artishcheva Lyubov A. Kochemasova Martina Pavlikova Mourat Tchoshanov Musa Nushi Natalya N. Kalatskaya Nick Rushby Oksana Kozhevnikova Olga K. Evdokimova Rezeda M. Khusainova Roza A. Valeeva Roza Valeeva Rushby N.J Tatiana Baklashova Valerian Faritovich Gabdulchakov Venera Zakirova Vera K. Vlasova Vera Khotinets Vera Vlasova Violeta Rosanda Vsevolod V. Andreev Yulia Novgorodova Zdenka Gadušová

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