Methods for enhancing the academic motivation of international students in Russian higher education

This article examines contemporary approaches to enhancing the academic motivation of international students within the Russian higher education system. Based on the analysis of theoretical models-particularly the self-determination theory by E. Deci and R. Ryan-and empirical data, the study identifies the key factors influencing the motivational engagement of international learners, including language and sociocultural barriers, challenges of academic adaptation, and specific features of the educational environment. Special attention is given to an integrative approach that combines pedagogical, psychological, sociocultural, and digital support strategies. The study substantiates the need for a comprehensive motivation-oriented strategy aimed at fostering intrinsic motivation, a sense of belonging, and improved academic performance. The findings can be applied in teaching practice, the work of university international departments, and the development of adaptation programs.