Introduction. This article examines current scientific and methodological approaches to training international students in postgraduate studies in Russian as a Foreign Language (RFL) in the context of the growing internationalization of Russian higher education. Based on an analysis of current data and teaching practices, key challenges and prospects for developing professional, communicative, and research competencies in international postgraduate students are identified. An integrated learning model is proposed that combines in-depth study of linguistics with active research and methodological practice.

Materials and Methods. The empirical basis of the study was made up of the following regulatory and legal documents: Federal State Educational Standards of Higher Education (postgraduate level) in the field of study 45.06.01 “Linguistics and Literary Criticism”, profile “Russian as a Foreign Language”; educational and methodological documentation: working programs of disciplines (“History and Philosophy of Science”, “Foreign Language”, “Special Discipline in the Training Profile”), programs of pedagogical and research internships, samples of individual plans for postgraduate students; Questionnaires and interviews: results of questionnaires and semi-structured interviews with international postgraduate students majoring in Russian as a foreign language at Russian universities (Peoples Friendship University of Russia named after Patrice Lumumba (RUDN University), Pushkin State Russian Language Institute (Pushkin State RLI), Lomonosov Moscow State University (LMSU), Saint Petersburg State University (SPbU), as well as with their academic supervisors. Data collection period: 2022–2025; research texts: analysis of dissertations, research articles, and reports prepared by international postgraduate students. To achieve the research objective, a combination of methods was used: theoretical analysis (study and systematization of scientific and methodological literature on the issues of training academic staff in the field of Russian as a foreign language); comparative analysis (comparison of training models at different universities to identify common trends and specific approaches); sociological method (questionnaires) and interviewing to identify adaptation difficulties, motivation, professional deficiencies and needs of international postgraduate students); content analysis (analysis of curricula, programs and scientific texts of postgraduate students for their compliance with the stated competencies); a method of generalizing pedagogical experience (recording and analysis of successful practices of scientific supervision and methodological support).

Results. The foundation of professional development in graduate school is the development of a set of research competencies that ensure the ability to conduct independent research. According to the programs of leading universities such as RUDN University, SPbU and LMSU, the research component of training includes: conducting a dissertation on the methodology of teaching Russian as a foreign language; preparing publications in peer-reviewed journals included in the Higher Attestation Commission (HAC) list; participating in the validation of research results at scientific events; and preparing annual research reports

Discussion. Data analysis allowed us to identify key discussion challenges faced by international postgraduate students:

1. Methodological deficit: poor mastery of Russian language and methodology terminology; difficulties in formulating the research problem, hypothesis, novelty, and propositions to be defended.

2. Linguistic deficit: insufficient proficiency in the academic and scientific style of the Russian language for conducting a high-level academic discussion, especially in writing (writing articles, theses, and dissertations).

3. Cultural and academic deficit: lack of understanding of the norms and “unwritten rules” of the Russian academic environment, the Higher Attestation Commission (HAC) certification system, and the requirements for dissertation and abstract formatting.

Conclusion. Preparing foreign nationals for postgraduate studies using Russian as a foreign language is a multifaceted and strategically important process. A well-developed regulatory framework, including the Russian Higher Professional Education (RHPE), creates a favorable organizational environment. The program content, based on the integration of classical methods and advanced digital technologies, is aimed at developing not only specialized but also metacognitive skills, meeting the challenges of modern education. Further development of this area is envisaged through the personalization of educational pathways, the strengthening of practice-oriented and project-based approaches, and the close connection of the educational process with fundamental and applied scientific research. Realizing this potential will not only meet the growing global demand for qua-lified Russian language teachers but also strengthen Russia's position as a leader in the humanities and education.

Conducts a comprehensive analysis of the possibilities and identifies development prospects for this area of training through the lens of regulatory framework, content, and the application of advanced educational technologies in the training of foreign academic staff;

The postgraduate program in "Russian as a Foreign Language" is aimed at training specialists proficient in pedagogical research methodology and modern educational technologies, and capable of adapting their acquired knowledge to address current professional training challenges;

Based on an analysis of the regulatory framework, modern pedagogical trends, and challenges, the author identifies the organizational, methodological, and substantive aspects of building an effective system for training foreign academic staff, with a focus on the role of digital interactive technologies in developing metacognitive skills in the professional development of future philologists.

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