The article provides a comprehensive analysis of the phenomenon of culture shock in the process of youth academic re-migration and its impact on the educational and social adaptation of individuals returning to their country of origin after extended periods of study, internships, or research activities abroad. The study substantiates that academic re-migration is not merely a physical return to the country of origin but a complex socio-cultural and psychological process accompanied by the need for readaptation to the national educational and social environment. It is demonstrated that culture shock in the process of academic re-migration manifests itself through a complex set of emotional, cognitive, and behavioral reactions, including experiences of uncertainty, frustration, loss of a sense of belonging, reassessment of value systems, and the necessity of developing new models of social and academic interaction.
The research shows that the adaptation difficulties experienced by young re-migrants are largely associated with the functioning of educational institutions, differences in academic cultures, the specifics of professional self-realization, and the characteristics of the social environment. At the same time, culture shock is considered not only as a factor of maladaptation but also as a potential resource for personal development. The experience of intercultural interaction and subsequent readaptation contributes to the formation of intercultural competence, the development of critical thinking, cognitive flexibility, reflexivity, and the ability to function effectively in culturally diverse environments. It is emphasized that the successful overcoming of return-related challenges creates conditions for integrating international experience into the national educational space, enhancing the innovative potential of young people, and strengthening the state's human capital.
Effective academic re-migration requires a comprehensive approach combining psychological support for young people, the development of institutional adaptation mechanisms within educational institutions, the creation of professional opportunities for self-realization, and the implementation of public policies aimed at maintaining connections with young specialists who have acquired international experience. Under contemporary conditions, academic re-migration should be viewed not only as a component of migration policy but also as an important instrument for restoring the country's intellectual potential, strengthening the competitiveness of national education and science, and ensuring long-term societal development.

Oberg, K. (1960). Cultural shock: Adjustment to new cultural environments. Practical Anthropology, 7(4), 177–182.

Berry, J. W. (2005). Acculturation. In J. W. Berry & D. L. Sam (Eds.), Culture and human development (pp. 263–273). Psychology Press.

Hall, E. T., & Hall, M. R. (1987). The sounds of silence. In Anthropology (pp. 79–84). The Dushkin Publishing Group.

Bennett, J. M. (1986). Modes of cross-cultural training: Conceptualizing cross-cultural training as education. International Journal of Intercultural Relations, 10(2), 117–134.

Gullahorn, J. T., & Gullahorn, J. E. (1963). An extension of the U-curve hypothesis. Journal of Social Issues, 19(3), 33–47. http://onlinelibrary.wiley.com/doi/10.1111/j.1540-560.1963.tb00447.x/abstract

Maslow, A. (2006). Motywacja i osobowość [Motivation and personality]. Wydawnictwo Naukowe PWN.

Rogers, C. R. (1961). On becoming a person: A therapist’s view of psychotherapy. Houghton Mifflin.

Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock (2nd ed.). Routledge. https://doi.org/10.4324/9781003070696

Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.

Frankl, V. E. (2024). Liudyna v poshukakh spravzhnoho sensu. Psykholoh u kontstabori [Man’s search for meaning. Psychologist in a concentration camp]. Knyzhkovyi Klub «Klub Simeinoho Dozvillia».

Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry, 15(1), 1–18. https://journals.indexcopernicus.com/api/file/viewByFileId/682769.pdf