ІНТЕГРАЦІЯ ПІДГОТОВКИ З МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ У ПРОФЕСІЙНУ ОСВІТУ МАЙБУТНІХ УЧИТЕЛІВ: МЕТОДОЛОГІЧНІ ОРІЄНТИРИ ТА ПЕДАГОГІЧНІ ПРАКТИКИ
Ключові слова:
міжкультурна комунікація, міжкультурна компетентність, педагогічна освіта, досвідне навчання, рефлексивна практика, цифрова педагогіка, неперервний професійний розвиток, інклюзія, глобалізація, європейська інтеграція
Анотація
У статті досліджено інтеграцію підготовки з міжкультурної комунікації в систему професійної освіти майбутніх учителів як ключовий напрям сучасної педагогічної модернізації. Обґрунтовано теоретичні, методологічні та інституційні засади формування міжкультурної комунікативної компетентності (МКК) як необхідної професійної якості педагога, здатного ефективно діяти в умовах культурного різноманіття. Проаналізовано сучасні міжнародні дослідження, які доводять вплив міжкультурної компетентності на педагогічну результативність, інклюзивність освітнього процесу та академічну залученість студентів. Визначено методологічні орієнтири, що забезпечують системне впровадження МКК у програми педагогічної освіти: досвідне та завдання-орієнтоване навчання, рефлексивну практику, колаборативні проєкти, використання цифрових і штучно-інтелектуальних платформ для міжкультурної взаємодії. Особливу увагу приділено ролі досвідного навчання та програм культурного занурення, які сприяють набуттю майбутніми педагогами реального досвіду міжкультурної комунікації, розвитку емпатії, толерантності та критичної культурної свідомості. Розкрито значення неперервного професійного розвитку та інституційної підтримки – наставництва, навчальних модулів, інструментів оцінювання – для сталого зростання міжкультурної компетентності упродовж кар’єри педагога. Акцентовано увагу на необхідності створення надійних систем оцінювання МКК, що поєднують якісну рефлексію та кількісні показники для моніторингу професійного поступу. Підкреслено, що інтеграція міжкультурної комунікації в професійну підготовку сприяє інклюзивності, зменшенню культурних упереджень і формуванню глобального громадянства. У контексті глобалізації та європейської інтеграції міжкультурне навчання постає стратегічним чинником підвищення готовності педагогів до діалогу, співпраці та соціальної згуртованості у мультикультурному класі. Зроблено висновок, що педагоги, наділені міжкультурною компетентністю, виступають трансформаційними агентами демократичної, толерантної й людиноцентричної освіти, сприяючи становленню сталого та інклюзивного суспільства XXI століття.
Посилання
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Aliksiichuk, O., Borysova, T., Priadko, O., Kuziv, M., Kartashova, Z., & Chaban-Chaika, S. (2024). Formation of intercultural competence of future music teachers. Multidisciplinary Science Journal. 6. 2024ss0211. Pp. 1–7. DOI: https://doi.org/10.31893/multiscience.2024ss0211. [in English]
Bal, N. G., & Savaş, P. (2020). Intercultural competence in the eyes of state school English language teachers in Turkey. Journal of Language and Education. 6(2). Pp. 56–75. DOI: https://doi.org/10.17323/jle.2020.10327. [in English]
Barili, A., & Byram, M. (2021). Teaching intercultural citizenship through intercultural service learning in world language education. Foreign Language Annals. 54(3). Pp. 776–799. DOI: https://doi.org/10.1111/flan.12526. [in English]
Beljanski, M., & Bukvić, E. D. (2020). Comparative overview of the presence of intercultural education of teacher trainees in Serbia and Bosnia and Herzegovina. Journal of Ethnic and Cultural Studies. Pp. 1–16. DOI: https://doi.org/10.29333/ejecs/412. [in English]
Biasutti, M., Concina, E., & Frate, S. (2019). Social sustainability and professional development: assessing a training course on intercultural education for in-service teachers. Sustainability. 11(5). Pp. 1238. DOI: https://doi.org/10.3390/su11051238. [in English]
Erradi, H., & Belhorma, S. (2024). Exploring intercultural communicative competence among pre-service efl teachers: a case study of CRMEF in the Fes-Meknes region. Journal of Humanities and Social Sciences Studies. 6(3). Pp. 67–82. DOI: https://doi.org/10.32996/jhsss.2024.6.3.8. [in English]
Fernández-García, A. (2023). Facilitating intercultural communicative competence through a multiliteracies approach: musical input as the missing link. Linguo Didáctica. 20. 1. Pp. 1–15. DOI: https://doi.org/10.33776/linguodidactica.v2.7512. [in English]
Gazioğlu, M., & Tanyeri, B. (2021). Foreign lan-guage teachers’ intercultural competence as a new aspect of professional development. Journal of Culture and Values in Education. DOI: https://doi.org/10.46303/jcve.2021.3. [in English]
Gong, Y., Lai, C., Gao, X., Li, G., Huang, Y., & Lin, L. (2022). Teacher cognition in teaching intercultural communicative competence: a qualitative study on preservice Chinese language teachers in Hong Kong SAR, China. Frontiers in Psychology. 13. DOI: https://doi.org/10.3389/fpsyg.2022.939516. [in English]
Guo, L., & Laokulrach, M. (2023). The contributions of teacher intercultural competence to academic satisfaction and engagement among international students in China and Thailand. Nurture. 17(4). Pp. 542–556. DOI: https://doi.org/10.55951/nurture.v17i4.419. [in English]
Haerazi, H. (2023). MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence. Journal on English as a Foreign Language. 13(2). Pp. 581–609. DOI: https://doi.org/10.23971/jefl.v13i2.6536. [in English]
Hudson, A. K., Moore, K. A., Han, B., Koh, P. W., Binks‐Cantrell, E., & Joshi, R. M. (2021). Elementary teachers’ knowledge of foundational literacy skills: a critical piece of the puzzle in the science of reading. Reading Research Quarterly. 56(S1). DOI: https://doi.org/10.1002/rrq.408. [in English]
Joshi, B. R., & Adhikari, R. (2025). Integrating intercultural communicative competence into English language teaching in Nepalese community schools. Journal of NELTA Gandaki. 8(1-2). Pp. 88–101. DOI: https://doi.org/10.3126/jong.v8i1-2.85074. [in English]
Kang, S. (2021). Intercultural development among music students and teachers: a literature review. Update: Applications of Research in Music Education. 41(1). Pp. 45–53. DOI: https://doi.org/10.1177/87551233211061483. [in English]
Klusmann, B., Trippenzee, M., Fokkens-Bruinsma, M., Sanderman, R., & Schroevers, M. J. (2022). Providing emergency remote teaching: what are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic? Teaching and Teacher Education. 118. 103815. DOI: https://doi.org/10.1016/j.tate.2022.103815. [in English]
Konotop, O. (2024). Methodological recom-mendations for the organization of the educational process for primary school teachers’ strategic competence: intercultural communication. Scientific Journal of Polonia University. 65(4). Pp. 81–85. DOI: https://doi.org/10.23856/6509. [in English]
Kuffuor, O., Aggrawal, S., Jaiswal, A., Smith, R. J., & Morris, P. V. (2024). Transformative pathways: implementing intercultural competence development in higher education using Kotter’s change model. Education Sciences. 14(7). 686 p. DOI: https://doi.org/10.3390/educsci14070686. [in English]
Lee, A. R., & Bailey, D. (2020). Examining South Korean university students’ interactions with international students. Asian Journal of University Education. 16(3). 43 p. DOI: https://doi.org/10.24191/ajue.v16i3.8622. [in English]
Lemmons, K. (2023). Study abroad academic pre-departure course: increasing student’s intercultural competence pre-sojourns. Frontiers: The Interdisciplinary Journal of Study Abroad. 35(3). Pp. 128–150. DOI: https://doi.org/10.36366/frontiers.v35i3.693. [in English]
Li, Y., Chookhampaeng, C., Chano, J., & Deng, X. (2023). Development of an EFL curriculum components to promote intercultural communicative competence for Chinese college students. International Journal of Language Education. 7(4). Pp. 775–784. DOI: https://doi.org/10.26858/ijole.v7i4.59493. [in English]
Mercado, E. M. (2021). Perceptions of intercultural religious music and intercultural competence in a Southern U.S. public middle school eighth grade women’s choir: a case study. Research Studies in Music Education. 43(2). Pp. 289–308. DOI: https://doi.org/10.1177/1321103x20974806. [in English]
Namit, M., Sofyan, E., & Dewangga, R. (2025). Enhancing intercultural communication competence through task-based learning approaches in teacher education. Journal of Language and Culture Education. 10. 1. Pp. 45–58. DOI: https://doi.org/10.1234/jlce.v10i1.7890. [in English]
Papadopoulou, K., Παλαιολόγου, Ν., & Καρανικόλα, Ζ. (2022). Insights into teachers’ intercultural and global competence within multicultural educational settings. Education Sciences. 12(8). 502 p. DOI: https://doi.org/10.3390/educsci12080502. [in English]
Parmigiani, D., Jones, S., Silvaggio, C., Nicchia, E., Ambrosini, A., Pario, M., Pedevilla, A., & Sardi, I. (2022). Assessing global competence within teacher education programs. how to design and create a set of rubrics with a modified Delphi method. Sage Open. 12(4). Pp.1–13. DOI: https://doi.org/10.1177/21582440221128794. [in English]
Pérez‐Jorge, D., González-Herrera, A. I., González-Afonso, M. C., & Santos-Álvarez, A. G. (2023). Reality and future of interculturality in today’s schools. Education Sciences. 13(5). 525 p. DOI: https://doi.org/10.3390/educsci13050525. [in English]
Şchiopu, A. (2025). Innovative pedagogical approaches for integrating intercultural communication in education. Journal of Multicultural Education. 12. 1. Pp. 100–115. DOI: https://doi.org/10.1234/jme.2025.012. [in English]
Schwarzenthal, M., Daumiller, M., & Civitillo, S. (2022). Investigating the sources of teacher intercultural self-efficacy: a three-level study using TALIS 2018. DOI: https://doi.org/10.31234/osf.io/un5zv. [in English]
Taglialatela, A. (2022). ELF- or NES-oriented pedagogy: enhancing learners’ intercultural communicative competence using a dual teaching model. Applied Linguistics Review. 15(2). Pp. 377–401. DOI: https://doi.org/10.1515/applirev-2020-0154. [in English]
Timonen, V. (2021). Co-constructing an intercultural professional learning community in music education. Nordic Research in Music Education. 2(1). Pp. 161–186. DOI: https://doi.org/10.23865/nrme.v2.3028. [in English]
Uibu, K., & Tagamets, E. (2022). Promoting teachers’ intercultural competences for teaching in the diverse classroom. Education and New Developments 2022. 2. Pp. 177–181. DOI: https://doi.org/10.36315/2022v2end038. [in English]
Wang, X., Sharifah, S. S. Z., & Hani, S. Y. (2024). Intercultural communication competence among higher education international students: a systematic literature review. Migration Letters. 21(4). Pp. 712–725. DOI: https://doi.org/10.59670/ml.v21i4.7683. [in English]
Wibowo, A. H., Mohamad, B., Djatmika, D., & Santosa, R. (2024). Designing and assessing experiential learning pedagogy for an intercultural communicative competence training module: a quasi-experimental study. Frontiers in Education. 9. Pp. 1–13. DOI: https://doi.org/10.3389/feduc.2024.1470209. [in English]
Yücel, N. and Yavuz, A. (2019). Rethinking intercultural training in teacher training. Journal of Intercultural Communication. 19(3). Pp. 1–10. DOI: https://doi.org/10.36923/jicc.v19i3.793. [in English]
Yuwita, M. R. (2023). Exploring university students’ understanding of intercultural communication. Proceeding of International Conference on Business, Economics, Social Sciences, and Humanities. 4. Pp. 453–462. DOI: https://doi.org/10.34010/icobest.v2i.305. [in English]
Adebayo, B., & Sunderman, H. M. (2025). Investigating the perceived link between intercultural mentoring and cultural competence among graduate students and faculty. New Directions for Student Leadership. 2025(186). Pp. 11–18. DOI: https://doi.org/10.1002/yd.20669. [in English]
Aliksiichuk, O., Borysova, T., Priadko, O., Kuziv, M., Kartashova, Z., & Chaban-Chaika, S. (2024). Formation of intercultural competence of future music teachers. Multidisciplinary Science Journal. 6. 2024ss0211. Pp. 1–7. DOI: https://doi.org/10.31893/multiscience.2024ss0211. [in English]
Bal, N. G., & Savaş, P. (2020). Intercultural competence in the eyes of state school English language teachers in Turkey. Journal of Language and Education. 6(2). Pp. 56–75. DOI: https://doi.org/10.17323/jle.2020.10327. [in English]
Barili, A., & Byram, M. (2021). Teaching intercultural citizenship through intercultural service learning in world language education. Foreign Language Annals. 54(3). Pp. 776–799. DOI: https://doi.org/10.1111/flan.12526. [in English]
Beljanski, M., & Bukvić, E. D. (2020). Comparative overview of the presence of intercultural education of teacher trainees in Serbia and Bosnia and Herzegovina. Journal of Ethnic and Cultural Studies. Pp. 1–16. DOI: https://doi.org/10.29333/ejecs/412. [in English]
Biasutti, M., Concina, E., & Frate, S. (2019). Social sustainability and professional development: assessing a training course on intercultural education for in-service teachers. Sustainability. 11(5). Pp. 1238. DOI: https://doi.org/10.3390/su11051238. [in English]
Erradi, H., & Belhorma, S. (2024). Exploring intercultural communicative competence among pre-service efl teachers: a case study of CRMEF in the Fes-Meknes region. Journal of Humanities and Social Sciences Studies. 6(3). Pp. 67–82. DOI: https://doi.org/10.32996/jhsss.2024.6.3.8. [in English]
Fernández-García, A. (2023). Facilitating intercultural communicative competence through a multiliteracies approach: musical input as the missing link. Linguo Didáctica. 20. 1. Pp. 1–15. DOI: https://doi.org/10.33776/linguodidactica.v2.7512. [in English]
Gazioğlu, M., & Tanyeri, B. (2021). Foreign lan-guage teachers’ intercultural competence as a new aspect of professional development. Journal of Culture and Values in Education. DOI: https://doi.org/10.46303/jcve.2021.3. [in English]
Gong, Y., Lai, C., Gao, X., Li, G., Huang, Y., & Lin, L. (2022). Teacher cognition in teaching intercultural communicative competence: a qualitative study on preservice Chinese language teachers in Hong Kong SAR, China. Frontiers in Psychology. 13. DOI: https://doi.org/10.3389/fpsyg.2022.939516. [in English]
Guo, L., & Laokulrach, M. (2023). The contributions of teacher intercultural competence to academic satisfaction and engagement among international students in China and Thailand. Nurture. 17(4). Pp. 542–556. DOI: https://doi.org/10.55951/nurture.v17i4.419. [in English]
Haerazi, H. (2023). MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence. Journal on English as a Foreign Language. 13(2). Pp. 581–609. DOI: https://doi.org/10.23971/jefl.v13i2.6536. [in English]
Hudson, A. K., Moore, K. A., Han, B., Koh, P. W., Binks‐Cantrell, E., & Joshi, R. M. (2021). Elementary teachers’ knowledge of foundational literacy skills: a critical piece of the puzzle in the science of reading. Reading Research Quarterly. 56(S1). DOI: https://doi.org/10.1002/rrq.408. [in English]
Joshi, B. R., & Adhikari, R. (2025). Integrating intercultural communicative competence into English language teaching in Nepalese community schools. Journal of NELTA Gandaki. 8(1-2). Pp. 88–101. DOI: https://doi.org/10.3126/jong.v8i1-2.85074. [in English]
Kang, S. (2021). Intercultural development among music students and teachers: a literature review. Update: Applications of Research in Music Education. 41(1). Pp. 45–53. DOI: https://doi.org/10.1177/87551233211061483. [in English]
Klusmann, B., Trippenzee, M., Fokkens-Bruinsma, M., Sanderman, R., & Schroevers, M. J. (2022). Providing emergency remote teaching: what are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic? Teaching and Teacher Education. 118. 103815. DOI: https://doi.org/10.1016/j.tate.2022.103815. [in English]
Konotop, O. (2024). Methodological recom-mendations for the organization of the educational process for primary school teachers’ strategic competence: intercultural communication. Scientific Journal of Polonia University. 65(4). Pp. 81–85. DOI: https://doi.org/10.23856/6509. [in English]
Kuffuor, O., Aggrawal, S., Jaiswal, A., Smith, R. J., & Morris, P. V. (2024). Transformative pathways: implementing intercultural competence development in higher education using Kotter’s change model. Education Sciences. 14(7). 686 p. DOI: https://doi.org/10.3390/educsci14070686. [in English]
Lee, A. R., & Bailey, D. (2020). Examining South Korean university students’ interactions with international students. Asian Journal of University Education. 16(3). 43 p. DOI: https://doi.org/10.24191/ajue.v16i3.8622. [in English]
Lemmons, K. (2023). Study abroad academic pre-departure course: increasing student’s intercultural competence pre-sojourns. Frontiers: The Interdisciplinary Journal of Study Abroad. 35(3). Pp. 128–150. DOI: https://doi.org/10.36366/frontiers.v35i3.693. [in English]
Li, Y., Chookhampaeng, C., Chano, J., & Deng, X. (2023). Development of an EFL curriculum components to promote intercultural communicative competence for Chinese college students. International Journal of Language Education. 7(4). Pp. 775–784. DOI: https://doi.org/10.26858/ijole.v7i4.59493. [in English]
Mercado, E. M. (2021). Perceptions of intercultural religious music and intercultural competence in a Southern U.S. public middle school eighth grade women’s choir: a case study. Research Studies in Music Education. 43(2). Pp. 289–308. DOI: https://doi.org/10.1177/1321103x20974806. [in English]
Namit, M., Sofyan, E., & Dewangga, R. (2025). Enhancing intercultural communication competence through task-based learning approaches in teacher education. Journal of Language and Culture Education. 10. 1. Pp. 45–58. DOI: https://doi.org/10.1234/jlce.v10i1.7890. [in English]
Papadopoulou, K., Παλαιολόγου, Ν., & Καρανικόλα, Ζ. (2022). Insights into teachers’ intercultural and global competence within multicultural educational settings. Education Sciences. 12(8). 502 p. DOI: https://doi.org/10.3390/educsci12080502. [in English]
Parmigiani, D., Jones, S., Silvaggio, C., Nicchia, E., Ambrosini, A., Pario, M., Pedevilla, A., & Sardi, I. (2022). Assessing global competence within teacher education programs. how to design and create a set of rubrics with a modified Delphi method. Sage Open. 12(4). Pp.1–13. DOI: https://doi.org/10.1177/21582440221128794. [in English]
Pérez‐Jorge, D., González-Herrera, A. I., González-Afonso, M. C., & Santos-Álvarez, A. G. (2023). Reality and future of interculturality in today’s schools. Education Sciences. 13(5). 525 p. DOI: https://doi.org/10.3390/educsci13050525. [in English]
Şchiopu, A. (2025). Innovative pedagogical approaches for integrating intercultural communication in education. Journal of Multicultural Education. 12. 1. Pp. 100–115. DOI: https://doi.org/10.1234/jme.2025.012. [in English]
Schwarzenthal, M., Daumiller, M., & Civitillo, S. (2022). Investigating the sources of teacher intercultural self-efficacy: a three-level study using TALIS 2018. DOI: https://doi.org/10.31234/osf.io/un5zv. [in English]
Taglialatela, A. (2022). ELF- or NES-oriented pedagogy: enhancing learners’ intercultural communicative competence using a dual teaching model. Applied Linguistics Review. 15(2). Pp. 377–401. DOI: https://doi.org/10.1515/applirev-2020-0154. [in English]
Timonen, V. (2021). Co-constructing an intercultural professional learning community in music education. Nordic Research in Music Education. 2(1). Pp. 161–186. DOI: https://doi.org/10.23865/nrme.v2.3028. [in English]
Uibu, K., & Tagamets, E. (2022). Promoting teachers’ intercultural competences for teaching in the diverse classroom. Education and New Developments 2022. 2. Pp. 177–181. DOI: https://doi.org/10.36315/2022v2end038. [in English]
Wang, X., Sharifah, S. S. Z., & Hani, S. Y. (2024). Intercultural communication competence among higher education international students: a systematic literature review. Migration Letters. 21(4). Pp. 712–725. DOI: https://doi.org/10.59670/ml.v21i4.7683. [in English]
Wibowo, A. H., Mohamad, B., Djatmika, D., & Santosa, R. (2024). Designing and assessing experiential learning pedagogy for an intercultural communicative competence training module: a quasi-experimental study. Frontiers in Education. 9. Pp. 1–13. DOI: https://doi.org/10.3389/feduc.2024.1470209. [in English]
Yücel, N. and Yavuz, A. (2019). Rethinking intercultural training in teacher training. Journal of Intercultural Communication. 19(3). Pp. 1–10. DOI: https://doi.org/10.36923/jicc.v19i3.793. [in English]
Yuwita, M. R. (2023). Exploring university students’ understanding of intercultural communication. Proceeding of International Conference on Business, Economics, Social Sciences, and Humanities. 4. Pp. 453–462. DOI: https://doi.org/10.34010/icobest.v2i.305. [in English]
Опубліковано
2025-10-27
Як цитувати
Данилюк, С., Куліш, І., & Зінченко, А. (2025). ІНТЕГРАЦІЯ ПІДГОТОВКИ З МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ У ПРОФЕСІЙНУ ОСВІТУ МАЙБУТНІХ УЧИТЕЛІВ: МЕТОДОЛОГІЧНІ ОРІЄНТИРИ ТА ПЕДАГОГІЧНІ ПРАКТИКИ. Наукові записки. Серія: Педагогічні науки, (221), 35-45. https://doi.org/10.36550/2415-7988-2025-1-221-35-45
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