UDC 378.018.8:37.011.3-051:81’243]:[378.017:316.72-047.22]:004](045)
DOI: https://doi.org/10.59694/ped_sciences.2026.21.142
FORMATION OF INTERCULTURAL COMPETENCE IN FUTURE FOREIGN LANGUAGE TEACHERS BY MEANS OF DIGITAL TECHNOLOGIES
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LIAKHOVSKA Yuliia
Lecturer of the
Special Language Training Department, Military
Faculty of International Relations and Law, Military
Institute of Taras Shevchenko National University of
Kyiv.
ORCID іD: https://orcid.org/0000-0003-4723-0260
Abstract:
The article investigates the problem of formation of intercultural competence of future foreign language teachers by means of digital technologies in higher education. It is established that in the conditions of globalization and digitalization of the modern educational space, intercultural competence is an integral part of the professional training of a future teacher, since a foreign language teacher appears not only as a translator of language knowledge, but also as a conductor of cultural values and a carrier of intercultural experience.
The essence and structure of intercultural competence of future foreign language teachers are revealed, which includes cognitive, affective, behavioral and reflective components. The cognitive component is determined by the presence of systemic knowledge about the culture, traditions, norms of behavior and value orientations of the peoples of the countries whose language is mastered by higher education applicants. The affective component is represented by tolerance, empathy and openness to intercultural dialogue. The behavioral component is manifested in the ability to adapt communicative behavior in accordance with the cultural context and effectively overcome intercultural misunderstandings. The reflective component involves the ability to critically reflect on one’s own intercultural experience and correct it.
The main means of digital technologies that ensure the effective formation of intercultural competence of future foreign language teachers are characterized: telecollaboration and virtual exchange platforms, virtual and augmented reality technologies, authentic digital resources, educational platforms and social networks, the digital storytelling method. It has been proven that the purposeful and methodically balanced application of these technologies in the educational process of higher education institutions ensures the formation of intercultural sensitivity, tolerance and readiness of applicants for effective intercultural interaction in future professional activities.
Keywords: intercultural competence, future foreign language teachers, digital technologies, telecollaboration, virtual exchanges, higher education, intercultural communication.
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