PECULIARITIES OF PEDAGOGICAL SUPPORT FOR FOREIGN STUDENTS IN THE PROCESS OF MUSICAL TRAINING IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE

Abstract

Purpose. The purpose of this study is to analyze the challenges of adapting international students during their musical education in Ukraine and to substantiate the pedagogical conditions for effective support that facilitate their successful integration and professional development. Methods. To achieve the objective, the study employed theoretical analysis of scientific and pedagogical sources, exploration of international experience in adapting foreign students in the field of art education, and generalization of the practices of Ukrainian higher educational institutions specializing in the arts. Results. The research identified key factors complicating the adaptation process for international students, such as language barriers, cultural differences, disparities in prior professional training, and the need for distance learning under pandemic and martial law conditions. A set of pedagogical conditions to enhance the efficiency of foreign students’ education was proposed. These include the implementation of an intercultural approach that respects diverse national traditions; active use of multimedia and digital technologies to overcome linguistic and cognitive barriers; development of individualized educational trajectories based on students’ prior training and cultural backgrounds; and promotion of mentoring support systems, particularly peer-to-peer mentoring. Practical recommendations for integrating these approaches into the educational activities of Ukrainian art institutions were formulated. Conclusions. The effectiveness of the educational process for international students largely depends on the quality of pedagogical support. Comprehensive support combining an intercultural approach, individualization of learning, and modern technological tools contributes to successful adaptation, the formation of intercultural competence, and the creative self-realization of students. The role of the teacher as a mentor and cultural mediator is emphasized as critical within this context.