An inclusive international school as an innovative educational form that enhances students’ academic mobility within the higher education system

Context and relevance. The relevance of the study is determined by the importance of implementing effective practices in inclusive higher education and developing student academic mobility. Objective. To substantiate a model of an inclusive international school that contributes to the development of academic mobility and describe the experience of its implementation based on a startup approach. Hypothesis. The use of a startup approach (customer-oriented design, iterative design, creation of a viable product, impact assessment) in the design of an international inclusive school at a university ensures high adaptability, prompt launch, effective intercultural interaction, and the sustainability of the educational model. Methods and materials. The study involved 100 respondents. The sample included 73 Chinese students and 27 Russian students. The effectiveness of social design and the efficacy of the inclusive school model were assessed using the “Integrative Questionnaire of Intercultural Competence” (O.E. Khukhlaev et al.) and the authors' questionnaires, including scales of psychological safety, inclusiveness of the environment, motivation, and perception of cultural differences. Results. A startup, as an activity integrated into the model of an international inclusive school, ensures high adaptability, effective intercultural interaction, and the sustainability of the educational environment. An asymmetry in the perception of cultural differences was identified, with most participants noting the development of new communication strategies. Conclusions. The use of startup technologies enabled the development of a unique intercultural educational product tailored to the needs of students and facilitating their academic mobility.

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