Features of organizing work with international students in the university educational environment through inspiring teaching methods

This article emphasizes communication as a necessary and primary competence for both teachers and students through the lens of inspiration. It reveals the specifics of organizing work with international students in the educational environment of a higher education institution through the methods of inspiring learning. The aim of the article is to identify the most effective teaching methods based on an analysis of some approaches in working with international students in other universities and the authors' experiences. It substantiates and demonstrates the methods of inspiring learning (streamlining, personalization, creating an inspiring product, presenting research products developed) as examples of "live communication" with international students during the preparation stage of scientific research. It highlights the key role of the teacher and the student, their interaction based on an inspiring mood. Some conditions for organizing work with international students in a scientific environment are defined, as well as barriers in organizing work with international students. The research methodology is presented through the works of domestic and foreign researchers in this field. The main category of didactics is supplemented with inspiring teaching methods in higher education. The authors focus on the holistic interaction of intercultural communication, inspiring learning, and scientific activity. The novelty of the research lies in the justification of modern inspiring learning methods in working with international students during the scientific research process in the form of a master's thesis, modeling the initial stage of preparing a university teacher for working with international students, and consequently, the "easy" immersion into collaborative work in solving scientific problems. The conclusions describe the problems and features of adaptation of international students in different universities to the conditions of the university environment, which have persisted for many years. Each university strives to address issues related to the adaptation process and education within the higher education environment using its own resources, technologies, and efforts. Possible ways to optimize the process of preparing scientific research and training international students are shown from both the students' and the university teachers' perspectives, as the latter largely determine how comfortable and effectively the teaching process will be organized at the university.