The relevance of this study is determined by the growth of academic mobility, the strategic importance of Russia’s cooperation with China and Serbia, and the need to improve the effectiveness of foreign students’ integration into the Russian educational and sociocultural environment. The scientific problem lies in the insufficient examination of differences in adaptation strategies among students from different countries, which hinders the development of effective support measures. The aim of the study is to identify and compare the specific features of Chinese and Serbian students’ adaptation in Russia, taking into account social, cultural, linguistic, and academic factors. The methodological framework is based on metasystematization and a comparative analysis of data from the author’s sociological survey of Serbian students and the findings of existing research on Chinese students. The results show that Chinese students are characterized by high academic motivation and diligence but face significant challenges in linguistic and social adaptation. Serbian students, despite their cultural proximity to the host society, encounter language and everyday barriers in the early stages of adaptation; however, they tend to integrate more rapidly while maintaining their cultural identity. The most effective adaptation strategy is integrative, combining the acceptance of the host society’s norms with the preservation of national identity. The findings highlight the need for institutional cross-cultural education programs and individualized approaches, which can enhance the international competitiveness of Russian higher education.