Peculiarities of forming intercultural competence in future foreign language teachers in the context of transformations of modern teacher education

Abstract

The article addresses the issue of developing intercultural competence in future foreign language teachers as a strategic priority of modern pedagogical education in the context of globalization, digitalization, and the transformation of professional requirements. It is substantiated that intercultural competence is not an auxiliary element of linguistic training but rather an integral professional quality that encompasses knowledge of other cultures, adaptive communication skills, openness to otherness, empathy, critical thinking, and cultural reflection.
Theoretical discourse on this issue is analyzed based on the works of E. Hall, M. Byram, M. Bennett, D. Deardorff, as well as Ukrainian scholars such as S. Nikolaieva, O. Kolominova, Z. Khala, and O. Biliaiev. The article defines the structural components of intercultural competence and emphasizes the necessity of integrating intercultural content into all components of the professional training of future foreign language teachers.
A practical model of forming intercultural competence in pedagogical higher education institutions is presented. It includes four stages: motivational-value, cognitive-informational, practical-activity, and reflexive-evaluative. The study describes the pedagogical conditions and methods that ensure the effectiveness of this process: the use of authentic materials, simulations, case studies, project-based learning, virtual exchanges, interactive technologies, digital platforms, and informal educational tools.
The role of the university teacher as a facilitator of intercultural dialogue and moderator of valuebased interaction is emphasized. It is argued that the formation of intercultural competence requires the creation of an open, inclusive, and dialogic educational environment, in which students gain not only theoretical knowledge but also practical experience in intercultural communication.
The conclusion is made that effective preparation of future foreign language teachers should be based on a combination of theoretical foundations, practical engagement, pedagogical reflection, and humanistic values, which together shape the readiness for intercultural interaction as a core attribute of modern educational professionals.