UDC 378.014.12:378.013.42.091.212-054.6(410)(045)
DOI: https://doi.org/10.59694/ped_sciences.2026.24.066
SOCIAL AND PEDAGOGICAL SUPPORT OF FOREIGN STUDENTS IN THE HIGHER EDUCATION SYSTEM OF THE GREAT BRITAIN
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BEREGSZÁSZI Anikó Ferencivna
habilitated doctor. Ferenc Rákóczi II Transcarpathian
Hungarian University of Higher Education, Department
of Philology, fullprofessor.
ORCID іD: https://orcid.org/0000-0001-6860-7579
CHYCHUK Antonina Petrivna
Doctor of
Pedagogical Sciences, professor of the department of
pedagogy, psychology, elementary, preschool
education and management of educational institutions,
Ferenc Rakoczi II Transcarpathian Hungarian
University.
ORCID іD: https://orcid.org/0000-0002-9982-3634
KUCHAI Tetiana Petrivna
Doctor of
Pedagogical Sciences, professor of the department of
pedagogy, psychology, elementary, preschool
education and management of educational institutions,
Ferenc Rakoczi II Transcarpathian Hungarian
University.
ORCID іD: https://orcid.org/0000-0003-3518-2767
Abstract:
The Great Britain has long been a popular destination for foreign students. And this is due to many reasons, because many universities and colleges of this country occupy the highest places in the rankings for education and it has one of the best education systems in the world. In 2023, more than 679970 foreign students chose the Great Britain for study, which indicates a high level of training. Of scientific interest is the study of the provision of socio-pedagogical support for foreign students in the higher education system, taking into account the level of popularity among foreign students of the Great Britain. The country is also known for its multicultural environment, where international students have many opportunities to improve their skills in understanding cultural diversity and English language proficiency.
The development of social and academic support for international students in British higher education can be divided into three main periods (according to V. Bezlyudna, O. Svyrydyuk).
The first period is characterized as an organizational and fundamental stage, during which the main institutional, financial, economic and regulatory foundations of supporting international students in the UK higher education system were formed. During this historical stage, international students gradually began to be recognized as a separate social group in the university environment.
The second period was marked by the transition from a predominantly regulatory and economically restrictive policy to an active state strategy aimed at attracting international students as a strategic resource for the development of higher education, the knowledge economy and international partnership.
The third period is characterized by a combination of higher education market consolidation, increased regulation of migration, and the institutionalization of student-centered and inclusive approaches to supporting international students. At this stage, internationalization in British higher education has firmly established itself as an economically significant, strategically managed, but at the same time politically contested, process in which international students simultaneously function as consumers of educational services, bearers of «soft power» and subjects of increased regulatory oversight. Under these conditions, social and academic support has acquired critical importance as a mechanism for mitigating the structural, migratory and socio-cultural risks associated with international mobility. This stage represents a mature institutionalization of social and academic support, in which market mechanisms of internationalization are increasingly involved.
Keywords: socio-pedagogical support, international students, higher education system, Great Britain, language schools.
References:
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