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.
Shimkovich et al. (Sat,) studied this question.