The study examines psychological and pedagogical aspects of international students’ adaptation to the cross-cultural environment of Ukrainian higher education institutions. The research addresses the interrelationship between individual adaptation resources, educational practices, intercultural communication, and institutional support. The aim set was to develop a theoretically grounded framework that connects the principal factors influencing adaptation with appropriate pedagogical and institutional interventions and measurable indicators. Methodology implies a qualitative theory-building design informed by grounded theory principles, narrative analysis, and integrative synthesis of existing literature. Five theoretical perspectives guide analysis: the ABC model of intercultural contact, Berry’s acculturation framework, the psychological and sociocultural adjustment model, cultural intelligence theory, and Kim’s integrative communication theory. The findings identify four interrelated groups of adaptation factors: psychological, linguistic and academic, sociocultural, and institutional. Building on this synthesis, the study proposes an integrated framework of support at three levels: individual student support, classroom practices, and university policy. It also establishes indicators for assessing psychological assistance, academic-language support, pedagogical adaptation, intercultural interaction, sociocultural integration, and institutional responsiveness. The framework conceptualizes adaptation as a shared process shaped by both student resources and educational conditions. Its practical application requires further empirical validation in Ukrainian higher education institutions.
Language richness is commonly associated with lexical diversity, expressive vocabulary, and rhetorical competence. However, linguistic resources also perform important interpersonal and social functions, enabling speakers to express emotions, establish social distance, construct solidarity, negotiate identities, and adapt communication to culturally specific expectations. The present study reconsiders the concept of enriched language from a corpus-based social-psychological perspective, focusing on Azerbaijani as an Oghuz Turkic language with substantial historical, dialectal, and phraseological diversity. The study aims to examine how lexical and phraseological resources contribute to the representation of interpersonal relations and how local linguistic resources interact with globally circulating forms in contemporary discourse. A corpus-based research design combines frequency and concordance analysis, collocational analysis, and qualitative contextual interpretation. The analysis focuses on six dimensions of interpersonal meaning: affiliation and solidarity; respect, politeness, and social distance; emotional expression and interpersonal evaluation; conflict and disagreement; identity and social categorization; and globalized and glocalized discourse. The findings demonstrate that linguistic richness should be understood not only as the availability of numerous linguistic units but also as the capacity of a language to provide speakers with differentiated resources for socially and contextually appropriate communication. Azerbaijani dialectal, phraseological, and expressive resources contribute to the construction of interpersonal meanings, while globally circulating forms may be incorporated into local communicative practices and acquire culturally specific functions. The study consequently conceptualizes enriched speech as the socially appropriate realization of language's expressive, pragmatic, and interpersonal potential. This perspective connects corpus linguistics with social psychology and sociopragmatics and provides a framework for further empirical research into the relationship between linguistic variation, cultural identity, and changing patterns of interpersonal communication.
This study examines how cultural institutional systems, cultural and social capital, and community engagement are associated with perceived outcomes of local sustainable development in Vietnam. It further investigates digital transformation as both a direct driver of these perceived outcomes and a moderating factor. Using institutional, cultural, social capital, and digital transformation theories, the study develops an integrated model tested with survey data from 750 respondents. Reliability and validity are assessed with Cronbach’s Alpha and confirmatory factor analysis. Pearson correlation, hierarchical regression, interaction, and simple-slope analyses test effects. Cultural institutional systems, social capital, community engagement, and digital transformation are linked to perceived local sustainable development, with cultural institutional systems showing the strongest. Digital transformation enhances these positive links, especially the role of cultural and social capital. The study combines cultural, institutional, community, and digital perspectives within a single framework. Its main contribution is viewing digital transformation as an enabling institutional capability, not just a technological factor in sustainable development. Findings show digital transformation enhances how cultural institutions, social capital, and community engagement lead to perceived sustainable outcomes, especially for cultural and social capital. Evidence from an emerging economy emphasizes the need for effective cultural governance, community involvement, and inclusive digital services to promote sustainable local development.
The study was conducted in irrigated agricultural lands of Zardab District, located in the Shirvan Plain of Azerbaijan. The agricultural lands of the district are supplied with irrigation water through an extensive network of canals, pumping stations and hydraulic structures; the local irrigation system serves more than 42,000 ha of cultivated land. The reclamation conditions of the area are also supported by collector–drainage infrastructure, which plays an important role in regulating groundwater levels and removing excess salts from irrigated soils. The article presents a comparative analysis of the results of complex field studies in selected characteristic locations in areas where cotton and grain crops have been planted on irrigated lands in the Shirvan Plain since ancient times. Studies show that the soils in both experimental areas were weakly, moderately and severely saline, light loamy, loamy and light loamy in terms of granulometric composition, alkaline in terms of pH, and poorly supplied in terms of humus content.The variation of Na content in the soils of the experimental area between 5-10% indicates their weak salinization. Based on the results obtained, it was proposed to apply a complex system of agro-ameliorative measures to improve these soils: deep plowing, loosening, applying organic and mineral fertilizers to the plow, increasing their number by reducing irrigation norms, and constructing temporary drains and culverts to drain excess water into permanent drains. The application of these issues can gradually improve the amelioration status of soils in these areas and ultimately increase their productivity by 20-25%.
The rapid expansion of digital technologies, particularly artificial intelligence tools, in educational settings has increased the need for pre-service teachers to strengthen their digital skills while also heightening their exposure to technology-related stress. Accordingly, examining the relationship between digital literacy and technostress is important for aligning teacher education with current technological conditions. This study investigated technostress among Social Studies pre-service teachers within the context of digital literacy. A correlational survey design was employed, and data were collected from pre-service teachers enrolled at two public universities. Descriptive statistics, t-tests, one-way analysis of variance, the Kruskal–Wallis test, and Pearson correlation analysis were used. Although male pre-service teachers had higher technostress and digital literacy scores than female participants, the gender differences were not statistically significant. Technostress scores did not differ significantly according to year of study or daily internet use duration. Digital literacy scores, however, differed significantly by year of study, with third- and fourth-year students scoring higher than second-year students. Daily internet use duration was not associated with a significant difference in digital literacy scores. Overall, participants demonstrated moderate technostress and high digital literacy. Moreover, the relationship between digital literacy and technostress was weak and statistically non-significant. These findings suggest that strong digital skills alone may not ensure low technostress. Therefore, teacher education programs should address not only the development of digital skills but also the recognition of technology-related stress and the acquisition of effective coping strategies. Such an approach may better prepare pre-service teachers for increasingly technology-intensive educational environments effectively.
