Tarpkultūrinės studentų kompetencijos ugdymo(si) veiksniai

Abstract

Intercultural competence is becoming a must, homogeneity is declining fast under the impact of globalization. The intercultural competence is especially significant for teacher’s professional activity in the assessment of current changes in the educational environment. Teachers have to be both prepared for work in a multicultural group or classroom and able to create an intercultural interaction in it and also be able to develop children’s intercultural competence, given the cultural diversity of children in the group or classroom. The aim of the research is theoretical and empiric justification factors and conditions of students’ intercultural competence education. Research methods were used for achieving the aim: critical analysis of research literature, the method of document analysis, a written survey, a pedagogical quasi-experiment. Th model of intercultural competence consists of 3 levels (cognitive, emotional, and behavioral) and 15 structural components, most frequently repeating in research literature. For people of different cultures, intercultural competence opens the door to an intercultural dialogue and constructive communication and collaboration. Intercultural competence is not an inborn natural phenomenon: it has to be educated and improved throughout the life. Those were the core ideas used to develop a model of the improvement of intercultural competence and to conduct the empirical research. Analyzed most significant factors of students’ intercultural competence education. Presented and analyzed results obtained in pedagogical quasi-experiment after the implementation of the Syllabus of Intercultural Education which allows to assess change of students’ intercultural competence. By analyzing capabilities of students’ intercultural competence education in university, to distinguish necessary factors of students’ intercultural competence education: at national, institutional and personal levels. To distinguish the most suitable methods of students’ intercultural competence education: experiential and project methods, problem and reflective learning, and other activating learning methods (simulation, role play, drama, debate). Keywords: multicultural society, multicultural competencies, students, factors of education, quazi-eksperiment. DOI: http://dx.doi.org/10.15823/su.2014.04