The specifics of the influence of national peculiarities and cultural differences on the adjustment of Chinese students involved in international educational projects: Assessment based on the theory of intercultural communication

Introduction. The implementation of international projects in higher education requires consideration of the cultural characteristics of the interacting parties within the educational process. Classical theories of intercultural communication (ICC) reflect averaged quantitative and qualitative assessments of cultural characteristics, which, in our view, may differ across various social groups and age groups. The purpose of this article is to determine whether there are discrepancies between the assessment of Chinese cultural characteristics among university students involved in an international educational project and the classical interpretations of cultural aspects in general. Materials and Methods. We systematized classical approaches within the theory of intercultural communication and identified key characteristics that we deemed appropriate for evaluating the communicative qualities of Chinese students. A questionnaire was developed to test the core models of ICC theory, and a survey was conducted among respondents. The survey was made on a sample of 135 Chinese students who were involved in the international educational project. The results were analyzed to confirm or adjust the descriptions of parameters of Chinese culture based on the foundational theories of ICC. Results. Communication models previously described by researchers were partially confirmed in our study. Chinese students exhibited traits of a high-context culture, where non-verbal methods of communication are important, as well as features of a reactive culture, characterized by attentive information processing and careful decision-making. Among the respondents, there was approval of ideas such as hierarchy and collectivism, pronounced competitiveness, and a strong inclination to support their social circle. Chinese students were also distinguished by diligence, a responsible attitude toward their studies, and adherence to traditional values. However, we identified several differences from previously described characteristics of Chinese culture in three parameters of ICC theory: power distance, uncertainty avoidance, and competitiveness. Modern Chinese students demonstrate decreased adherence to hierarchical principles, acceptance of innovations, and a strong tendency toward competitiveness. Conclusions. The survey results and the adjustments made to existing descriptions of Chinese cultural characteristics found in classical ICC theories are valuable for participants in international projects in higher education, which are currently a prominent trend in the development of universities. Enhancing the communication skills of Russian educators working with students from different cultural backgrounds is aimed at improving the quality of instruction within international educational programs and competitiveness of the Russian universities in the world market of education.