Science for Education Today, 2025, vol. 15, no. 4, pp. 158–178
© Shimkovich E. D., Efimova I. G., Makhmutova G. F., 2025
UDC: 
378.14+372.854+303.446.23+51-77

The impact of interactive technologies on the academic success of international students in university education

Shimkovich E. D. 1 (Kazan, Russian Federation), Efimova I. G. 1 (Kazan, Russian Federation), Makhmutova G. F. 1 (Kazan, Russian Federation)
1 Kazan (Volga Region) Federal University
Full text (Open Access) — Downloaded 6
Abstract: 

Introduction. The article studies the use of distance interactive educational technologies in teaching foreign citizens at the pre-university preparation stage in a Russian university. The aim of the study is to assess the impact of interactive online technologies on the academic success of foreign citizens in university education.
Materials and Methods. The study was conducted during the 2022–2024 academic years at Kazan (Volga Region) Federal University, involving 160 international students. The interactive technology used was the Studerus educational platform, designed for distance learning. Data collection methods included surveys (using a five-point Likert scale) and analysis of academic performance. Statistical data processing involved the Chi-square test and Pearson’s correlation coefficient.
Results. The main findings reveal a positive trend in foreign citizens’ perception of distance learning: satisfaction rates increased from 61.25% (2022–2023) to 73.7% (2023–2024). The majority of participants (over 60%) rated online learning positively, despite technical and organizational challenges. It was found that working students demonstrated higher satisfaction and academic performance, indicating effective self-organization. Academic outcomes showed that 87.5% of participants successfully completed the program. A moderate positive correlation was identified between combining work and studies and successful course completion (r = 0.44, p < 0.05)
Conclusions. The obtained data support the hypothesis that the systematic use of interactive distance learning technologies is effective and positively influences the academic success of foreign citizens. Most participants remained satisfied with the online learning format. Notably, even working students were able to balance studies and employment, demonstrating the flexibility and effectiveness of these technologies.

Keywords: 

Academic performance; Pre-university preparation; Foreign citizen; Interactive technologies; Online learning; Educational platform; Working student; Learner satisfaction; Learning success.

For citation:
Shimkovich E. D., Efimova I. G., Makhmutova G. F. The impact of interactive technologies on the academic success of international students in university education. Science for Education Today, 2025, vol. 15, no. 4, pp. 158–178. DOI: http://dx.doi.org/10.15293/2658-6762.2504.07
References: 
  1. Berde E., Mengesha S. T., Mola B. A., Remsei S. Massive open online courses (MOOCs) for Ethiopian educators: Evaluating MOOCs as a global development tool. Research in Globalization, 2024, vol. 9, pp. 100263. DOI: https://doi.org/10.1016/j.resglo.2024.100263
  2. Haleem A., Mohd J., Mohd A. Q., Rajiv S. Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 2022, vol. 3 (4), pp. 275-285. DOI: https://doi.org/10.1016/j.susoc.2022.05.004
  3. Khotamov I. S., Umarov E. G., Kuznetsov V. P., Smirnova Zh. V., Kutepov M. M. Digital transformation in the modern educational system. Anti-Crisis Approach to the Provision of the Environmental Sustainability of Economy. Singapore: Springer Nature Singapore, 2023, pp. 195–199. DOI: https://doi.org/10.1007/978-981-99-2198-0_20
  4. Krasnova G. A., Nuhuly A., Teslenko V. A. E-learning: Current state, trends and future prospects. RUDN Journal of Informatization in Education, 2017, vol. 14 (3), pp. 371-377. (In Russian) URL: https://elibrary.ru/item.asp?id=30053395 DOI: https://doi.org/10.22363/2312-8631-2017-14-3-371-377
  5. Aheto S-P. K., Barfi K. A., Kwesi C., Nyagorme P. Relationships between online self-regulation skills, satisfaction, and perceived learning among distance education learners. Heliyon, 2024, vol. 10 (8), pp. e29467. DOI: https://doi.org/10.1016/j.heliyon.2024.e29467
  6. Apridayani A., Han W., Waluyo B. Understanding students’ self-regulated learning and anxiety in online English courses in higher education. Heliyon, 2023, vol. 9 (6), pp. e17469. DOI: https://doi.org/10.1016/j.heliyon.2023.e17469
  7. Chen J. Effects of learning analytics-based feedback on students’ self-regulated learning and academic achievement in a blended EFL course. System, 2024, vol. 124, pp. 103388. DOI: https://doi.org/10.1016/j.system.2024.103388
  8. Means B., Toyama Y., Murphy R., Bakia M. The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 2013, vol. 115 (3), pp. 1-47. DOI: https://doi.org/10.1177/016146811311500307
  9. Crichton H., McDaid A. Learning intentions and success criteria: Learners' and teachers' views. The Curriculum Journal, 2016, vol. 27 (2), pp. 190-203. DOI: https://doi.org/10.1080/09585176.2015.1103278

10. Shimkovich E. D., Makhmutova G. F., Muratova G. Z., Mukhametov A. R. Performance of international students as an indicator of the cognitive component of success in different forms of education. Modern Problems of Science and Education, 2022, no. 6, pp. 82. (In Russian) URL: https://elibrary.ru/item.asp?id=50160876 DOI: https://doi.org/10.17513/spno.32345

11. Dormidontov R. A. The issue of academic achievements under modern educational conditions. World of Science. Pedagogy and Psychology, 2022, vol. 10 (5). (In Russian) URL: https://mir-nauki.com/PDF/27PDMN522.pdf; URL: https://www.elibrary.ru/item.asp?id=49986661

12. Dvoryashina M. M., Artemova E. V. Satisfaction with E-learning: Theoretical approaches and empirical measurements. Manager, 2019, vol. 10 (6), pp. 42-53. (In Russian) URL: https://elibrary.ru/item.asp?id=42203553 DOI: https://doi.org/10.29141/2218-5003-2019-10-6-4

13. Dora Y. M., Widokarti J. R., Ismail A., Aji Buana D. M. Online course: Factors influencing students’ decision. Jurnal Organisasi dan Manajemen, 2023, vol. 19 (2), pp. 316-331. DOI: https://doi.org/10.33830/jom.v19i2.5103.2023

14. Osman A. R., Joarder M. H. R., Ashraf M. A. Determinants of students’ satisfaction: Higher education perspective. Humanities and Social Sciences Letters, 2024, vol. 12 (2), pp. 162-175. DOI: https://doi.org/10.18488/73.v12i2.3660

15. Muilenburg L. Y., Berge Z. L. Student barriers to online learning: A factor analytic study. Distance Education, 2005, vol. 26 (1), pp. 29-48. DOI: https://doi.org/10.1080/01587910500081269

16. Qiangfu Yu. Factors influencing online learning satisfaction. Frontiers in Psychology, 2022, vol. 13, pp. 852360. DOI: https://doi.org/10.3389/fpsyg.2022.852360

17. Vos S. G., Wijnia L., Martens R. L., de Groot R. H. M. How do distance learners self-regulate learning? A latent profile analysis of self-regulated learning and its relationship with self-regulatory efficacy, motivation, need satisfaction, need frustration, academic achievement, and well-being. Learning and Individual Differences, 2025,vol. 120, pp. 102678. DOI: https://doi.org/10.1016/j.lindif.2025.102678

18. Nuralieva N., Wei Z., AL-Qadri A. H., Saraa N., Chang M. Students’ beliefs, basic psychological needs, classroom participation, foreign language anxiety, and academic adjustment: A correlation study in Tashkent, Uzbekistan. Heliyon, 2024, vol. 10 (18), pp. e37127. DOI: https://doi.org/10.1016/j.heliyon.2024.e37127

19. Joshi A., Kale S., Chandel S., Pal D. K. Likert scale: Explored and explained. British Journal of Applied Science & Technology, 2015, vol. 7 (4), pp. 396. DOI: https://doi.org/10.9734/BJAST/2015/14975

20. Chernenkov Yu. V., Gumenyuk O. I. Rating system - innovative method of evaluation of students academic and practical preparation. Saratov Journal of Medical Scientific Research, 2014, vol. 10 (3), pp. 471-474. (In Russian) URL: https://www.elibrary.ru/item.asp?id=22998214

21. Pikhart M., Al-Obaydi L. H. Potential pitfalls of online foreign language teaching from the perspective of the university teachers. Heliyon, 2023, vol. 9 (2), pp. e13732. DOI: https://doi.org/10.1016/j.heliyon.2023.e13732

22. Wetsch W. A., Link N., Rahe-Meyer N., Dumcke R., Stock J. M., Böttiger B. W., Wingen S. Comparison of blended e-learning and face-to-face-only education for resuscitation training in German schools - A cluster randomized-controlled prospective study. Resuscitation Plus, 2024, vol. 20, pp. 100767. DOI: https://doi.org/10.1016/j.resplu.2024.100767

Date of the publication 31.08.2025