Do I Need to Give Up Study Abroad Due to the War? Alternative Russian Study-Abroad Programs in Kazakhstan and Kyrgyzstan

• In Event: Education Abroad in Different Countries and Contexts

Proposal

In the context of "Envisioning Education in a Digital Society," this applied research explores an alternative study-abroad program for Russian language students who have been unable to pursue study-abroad opportunities in Russia due to the ongoing Russian-Ukrainian conflict. The program offers students the opportunity to study in Kazakhstan and Kyrgyzstan, where Russian remains an official language, allowing them to immerse themselves in a native Russian-speaking environment without traveling to Russia. This case study addresses the critical issue of interrupted study-abroad programs for language learners and provides an alternative pathway for students to gain practical linguistic and cultural exposure.

The Russian-Ukrainian war has severely disrupted educational exchanges between Russia and many countries, including Japan. Students who planned to study abroad in Russia as part of their language training have been forced to cancel their plans, as universities unable to support exchanges due to safety concerns. For students of the Russian language, this presents a significant challenge, as studying abroad in a Russian-speaking environment is often considered a vital part of their language development. The inability to study in Russia is particularly problematic for students who need full immersion in a foreign language and culture to achieve fluency.

As online education becomes increasingly normalized, especially in the aftermath of the COVID-19 pandemic, many educational institutions have shifted to digital platforms to compensate for the loss of traditional in-person exchanges. The “online study abroad” have been introduced, offering student the chance to participate in virtual cultural exchange and language learning without leaving their home country. However, this research argues that online education, while useful in many contexts, cannot fully replicate the immersive experience that in-person study-abroad programs provide, particularly in language learning. Language acquisition often requires deep cultural immersion, interaction with native speakers, and the experience of daily life in a foreign environment—all of which are difficult, if not impossible, to recreate through digital platforms.

For students of the Russian language, especially those who wanted but unable to study in Russia, alternative locations such as Kazakhstan and Kyrgyzstan offer valuable experiences that cannot be fully replicated through virtual means. This study highlights the significance of considering alternative in-person opportunities rather than over-relying on digital solutions.
The research utilized a qualitative approach to examine student growth through participation in the alternative study-abroad program. The research question guiding the study was, "What kind of growth can be observed in students who have participated in a short-term Russian language study abroad program in Kazakhstan and Kyrgyzstan?" Data was collected from 27 students at a Japanese university who participated in short-term study abroad programs in Kazakhstan and Kyrgyzstan to study Russian language between 2022 and 2024. The data was analyzed using Thematic Analysis (TA), with coding, hierarchization, quantification, and visualization conducted inductively through the NVivo.

The findings reveal five key areas of student growth: (1) expanding interest in the countries of study, (2) increased motivation for continued learning, (3) the discovery of new perspectives, (4) improvement in language skills, and (5) self-discovery and personal development. These outcomes demonstrate the unique benefits of immersive, real-world language learning, which go beyond the limitations of digital alternatives.

The findings of this research have important implications for the future of study-abroad programs, particularly in a digital society. While online education offers convenience and accessibility, it is not always a suitable replacement for in-person experiences, particularly in the realm of language learning. This study demonstrates the value of physical immersion in a foreign environment and highlights the importance of finding creative solutions when traditional options are not available.

The alternative study-abroad program in Kazakhstan and Kyrgyzstan not only provided students with the opportunity to continue their language education in a Russian-speaking environment but also offered them a broader understanding of the Russian-speaking world. This case study raises important questions about the role of digital alternatives in education and suggests that, in some cases, in-person experiences remain irreplaceable. By providing a example of how alternative study-abroad programs can be successful, this research contributes to a broader understanding of the value of physical immersion in language learning and suggests that alternative study-abroad programs in non-traditional locations can offer meaningful educational outcomes.

Authors

• Yukiko Yamamoto, University of Tsukuba

• Toshinobu Usuyama, University of Tsukuba

• Yukako Tokuda, University of Tsukuba