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The relevance of the research topic is due to the increasing migration flows including educational migration which is associated with the movement of both the adult contingent and children of migrants. However, regardless of age, migration flows require adaptation in a new intercultural space which is often associated with solving of a number of problems. The aim of the research is to identify the linguistic and socio-cultural problems of migrant children, their parents and teachers working with them. To achieve the aim we have conducted a survey of school teachers in Ekaterinburg and Presov in Slovakia. Then a comparative analysis of the results obtained is carried out identifying key linguistic and socio-cultural problems. In particular, according to the Russian data the most significant problem is the lack of children and their parents’ knowledge of the Russian language and traditions of the host society which entail behavioral problems. According to the survey of Slovak teachers, the greatest problem is the conflict potential in the educational space, the meaning of language and traditions is represented more on an intuitive level. However, both parties agree that these problems need to be addressed not only to the school level but also the government. The results can be used in the preparation of training programs for children of migrants as well as in retraining courses for teachers. In particular, the authors of the article offer educational-methodical complexes and teaching tutorials both for students and for training and retraining of teachers who are able to work in an intercultural space.

The article is devoted to the relevant problems of educational migration flows both in the real and virtual environment. The article discusses the positive and negative experience with virtual platforms in Russia and abroad. Particular attention is paid to the cultural and cognitive characteristics of the students belonging to the Generation Z, which requires the creation of entirely different instruments for implementing the educational process. The authors propose the method of creation, control and evaluation of feedback in the process of virtual educational migration using the latest ITtechnologies that are utilized to create ultra-fast feed-back and allow to bring new technologies into the learning process. In this scheme, the student is no longer a passive listener, but an active creator of new knowledge. The methodical research toolkit includes the mathematical, engineering, information methods of processing the results, including computer simulation. The testing of methodological tools was held at the University of Economics in Bratislava (Slovakia). These results confirm the possibility of the new method of providing feedback. This enable to improve the training quality of students, who are the members of the educational migration flows. Moreover, the training and examining may start at courses on adaptation, enabling to pre-determine the necessary competencies. In addition, it is cost-effective to limit the real presence of foreign lecturers at the host university to a certain minimum, followed by the support for virtual feedback. However, the use of ITtechnologies is not a sufficient factor in improving the quality of education and the level of progress achieved by the trainees, but it can be a good helper in the course of the examination, automation of the selected methods of control, as it is a more individualized approach to learning.