EXPERIENCES AND COPING STRATEGIES OF WARM-CLIMATE INTERNATIONAL STUDENTS ADAPTING TO COLD WEATHER IN MOSCOW: A QUALITATIVE STUDY

Abstract

As global mobility brings students from tropical regions to harsh winter climates, understanding adaptation processes is critical for human well-being and rights. This qualitative study examines how 14 international students from warm-climate countries (Nigeria, Pakistan, Egypt, India, Bangladesh, Kenya, Ghana, Sudan, Sri Lanka, Brazil, Indonesia, Ethiopia, Philippines, Saudi Arabia) experience and cope with Moscow’s extreme winters. Grounded in Berry’s acculturation theory and Bronfenbrenner’s ecological systems framework, we conducted semi‐structured interviews exploring physical, psychological, and social adaptation. Participants (aged 21–29; 7 male, 7 female) living in Moscow for 6–24 months were recruited via purposive sampling and interviewed in English with ethical adherence to the Helsinki Declaration (informed consent, confidentiality, minimal harm, scientific integrity). Transcripts were analyzed using thematic analysis (Braun & Clarke, 2006), with inductive coding of recurring themes. Most participants reported climate shock on arrival: subzero temperatures, snow, and short daylight hours caused physical discomfort (joint pain, headaches, respiratory colds) and mood disturbances. Female students often felt more vulnerable outdoors and struggled with winter-specific hygiene (e.g. skin dryness), while males described acute initial shock (e.g. “walking in -25°C felt like walking into a freezer”). The mental health impact was marked: symptoms of low mood, irritability, and fatigue were common, consistent with winter-pattern Seasonal Affective Disorder. Participants described acculturative stress that included not only language/cultural barriers but also environmental stress (cold unfamiliarity), echoing findings that higher acculturative stress correlates with depression and anxiety. Coping strategies fell into several categories (Table 2): behavioral (layered thermal clothing, use of saunas or indoor exercise, high-calorie diets, vitamin D supplements), social/institutional (support from peer networks, mentorship by local students, university orientation programs on winter preparedness), and cognitive/emotional (maintaining optimism, staying connected with family by video-call). Social support and tailored university services (e.g. peer-mentor groups, counseling) were cited as critical buffers, aligning with evidence that strong support networks significantly reduce acculturative stress. Many adopted integration strategies (Berry, 1997) by engaging both their heritage and Russian cultures (e.g. joining student clubs while observing Russian winter holidays), which literature suggests promotes better adaptation. International students from warm climates face unique challenges in cold environments that affect their health and rights to safety and well-being. Institutions should proactively provide climate orientation (e.g. guidance on clothing, heating, and nutrition) and expand mental health resources before and during winter. Policies that view adaptation as part of students’ human rights can promote equity and resilience. Future research should quantify health outcomes (e.g. vitamin D levels, depression scales) and test interventions.