During the last few years we have been facing a difficult situation in philology courses focused on Russian language. The groups of students are becoming more heterogeneous than ever, given the pandemic and almost two years of online learning and, of course, war in Ukraine. We are to expect more international students working in groups with Slovak native-speakers in the upcoming period. This paper describes my peer-learning based innovation of a specific course (focused on integration of Ukrainian and Russian students into Slovak groups) and explores its impact on learning outcomes (evaluation based on reflective diary, peer observation and a questionnaire).
