Abstract
The article addresses the scientific problem of developing a multi-paradigmatic model for learning in a multicultural environment. The components of this model are conceptual, didactic, empirical, practically applied. The context in which the multi-paradigmatic model was developed is the real multicultural environment that exists in the academic student community. In the study, the multicultural environment is considered as an academic and school multicultural environment. In the academic multicultural environment, students develop skills to communicate with their own cultural differences - to accept and integrate them; to combine them with each other. At the multicultural classroom level, students develop process management skills in the classroom. A didactic technology for the development of multicultural skills built in a simulated pedagogical environment is presented. The article also presents an empirical study aimed at exploring the attitudes and pedagogical behavior of students placed in a controlled simulated environment. Article visualizations:
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