PECULIARITIES OF THE FORMATION OF INTERCULTURAL COMPETENCE OF STUDENTS MAJORING IN ENGLISH PHILOLOGY

The purpose of the study is to theoretically substantiate and methodologically design a pedagogical model for forming intercultural competence in student philologists within the framework of their professional training. The research methodology was grounded in a multidisciplinary framework, encompassing an extensive theoretical analysis of literature across psychology, pedagogy, linguistics, and cultural studies. This integrative approach facilitated a holistic understanding of the conceptual foundations underpinning intercultural competence development. The scientific novelty of the research lies in the clarification and operationalization of the concept of intercultural competence in the context of philological education and in the identification of its key structural components. A pedagogical model was systematically developed and theoretically substantiated to enhance intercultural competence. It integrates culturally diverse instructional content, dialogic and case-based learning methodologies, as well as digital tools, thereby promoting a multidimensional and interactive learning experience. The model incorporates principles of student-centered learning, experiential tasks, and critical cultural reflection. The effectiveness of the proposed model is justified through its potential to promote students’ capacity to interpret, evaluate and engage meaningfully in intercultural communication within both academic and professional philological settings. Empirical findings from the study confirm that the development of intercultural competence among future philologists is significantly enhanced when instructional design is guided by an integrative paradigm. This approach synergistically merges linguistic proficiency, sociocultural awareness, and communicative competence within a multicultural pedagogical context. The findings contribute to the advancement of foreign language pedagogy by offering concrete strategies for cultivating globally competent language professionals who are able to navigate the complexities of intercultural interaction with awareness, empathy and adaptability.