УДК 378.091.3:373.3.011.3-051]:373.3.011.3-052:316.77:008
DOI: https://doi.org/10.59694/ped_sciences.2025.17.008-014
PREPARING STUDENTS OF PEDAGOGICAL SPECIALITIES FOR ORGANISING EFFECTIVE INTERCULTURAL COMMUNICATION AMONG PRIMARY SCHOOL PUPILS
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VASIUTINA Tetiana Mykolaivna – Doctor of Pedagogical Sciences, Professor, Professor of the Department of Primary Education and Innovative Pedagogy, Dragomanov Ukrainian State University.
ORCID іD: https://orcid.org/0000-0003-0253-1932
Abstract:
The article presents a theoretical and methodological analysis of the problem of developing the capacity of future primary school teachers to organise effective intercultural communication among pupils in a multicultural educational environment, taking into account the national context (internal and external migration, the integration of internally displaced persons into new territorial communities, and the multicultural specificity of certain regions). The concept of intercultural communication is defined as an integrative professional competence encompassing the process of mutual understanding and interaction between representatives of different cultural communities, founded on tolerance, empathy, reflective thinking, and respect for the value systems of communicants. Both national and international research on the issue has been analysed, demonstrating that the effectiveness of such training depends upon the creation of a developmental educational environment within universities, where intercultural communication functions not only as a substantive component of educational and professional programmes but also as a mode of organising partnership-based interaction among all participants in the educational process. It has been established that the success of this approach is ensured through: the integration of cultural studies into the content of compulsory and elective disciplines; the use of authentic materials reflecting cultural diversity (folk songs, fairy tales, proverbs, rituals, gastronomic traditions); the application of interactive teaching methods, particularly role-play, debates, and situational modelling, which stimulate communicative interaction among future teachers and prepare them to organise similar activities with pupils; and the implementation of projects within formal, non-formal, and informal education (interdisciplinary projects, teaching practice, ethnocultural festivals, volunteer initiatives, and events conducted within internal academic mobility programmes).
Keywords: future primary school teachers; younger pupils; multicultural environment.
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