This study examined the determinants of the choice of the Russian Language as an academic programme and the

impact of the moderating effect on different age groups. The study sampled related constructs from several

theories including cognitive approach aptitude treatment interaction, theory of planned behaviour, Affective filter

hypothesis, cognitive load theory and Expectancy and motivation theory. A quantitative survey and the PartialLeast-Square Structural Equation Modelling (PLS-SEM) were adopted as methodology and analysis. The

findings of this study offer a comprehensive framework for determining factors that influence prospective

students’ decisions when considering a foreign language as an academic programme to study. The results show

that AGE, Cognitive Load, Cost, Perceived value, and Subjective norm positively influence prospective learners’

choice of the Russian Language as an academic programme. Aptitude and attitude, on the other hand, have a

negative influence. The study further found that Age is significant and is essential in influencing how cognitive

load, cost, and aptitude impact the decision to study the Russian language. Age emerged as a significant

moderator, with older learners showing a higher inclination towards the Russian language programme. The

findings offer new perspectives for shaping language selection for applicants and educational service providers.