Культурные коды и ценностно-смысловая сфера студентов из Западной Африки в российском образовательном пространстве

Introduction. In the context of active development of Russian-African relations and the implementation of strategic tasks for the export of Russian education, the annual increase in the number of students from Africa has become a significant trend. However, their arrival at Russian universities is accompanied by challenges of socio-cultural and academic adaptation, rooted in profound differences in cultural codes, including value systems. Russian research on this topic remains extremely limited, and educators often lack the necessary tools to build an effective dialogue. The purpose of this article is to analyze the manifestation of the cultural codes of the peoples of West Africa (using the examples of Ghana and Côte d'Ivoire) in the system of values and meanings of students studying the Russian language and culture. Materials and Methods. The research is interdisciplinary and uses a comprehensive methodology integrating cross-cultural, axiological, and hermeneutic approaches. The empirical base was a student survey aimed at identifying value hierarchies and representing two key groups: students from Ghana and Côte d'Ivoire pursuing academic exchange programs at Yaroslavl universities and students from the Russian Center for Open Education in Ghana. In order to identify the cultural specificity of the value systems, the obtained data were compared with the results of a large-scale survey of Russian higher education students (n>7000, 2024), which made it possible to identify universal and culturally determined differences in the value hierarchies of West African and Russian students. Results. The study revealed a deeply structured value system among students from West Africa. It was found that its meaningful core is formed by three fundamental components: family as an extended intergenerational community based on the principles of duty and respect for elders and ancestors (62% of respondents indicated family as the main life value); knowledge as a tool for career growth and preservation of cultural identity; and collectivism, signifying the importance of community (57%). A value paradox was discovered when comparing with Russian youth: while the set of basic values formally coincides with that of Russian students (family, education, and success), their cultural content and hierarchy differ radically. It was found that Russian students are characterized by a focus on individualism and personal self-fulfillment, while African students emphasize collective well-being and social responsibility. An important result was the discovery of a transformation in the value hierarchy under the influence of academic mobility, while the basic cultural codes were preserved. The obtained data made it possible to not only document the differences but also to clarify the mechanisms of value system formation (cultural tradition, the institution of the family, the educational environment, etc.), which is of fundamental importance for building effective adaptation programs and cultural dialogue. Conclusions. The analysis demonstrates that the successful adaptation and integration of students from West Africa requires Russian academic staff and university leadership to account for deep cultural codes, not just formal characteristics. The development of support programs must be based on dialogue and mutual understanding, taking into account the collectivist orientation, and the specific understanding of family and knowledge. This will contribute not only to a more ‘painless’ adaptation of African students but also to the enrichment of the educational environment in Russian universities.