Abstract
The purpose of the research is to outline the features of the development of students’ multicultural competence and determine the role of the teacher in this process. Methods of synthesis, analysis, experiment, questionnaire and observation method has been used in the academic paper. The obtained results have confirmed the hypothesis: increasing the level of multicultural competence of students in a student-centered educational environment can be implemented subject to the active involvement of the teacher. Regular studying foreign languages and non-specialized disciplines also contributes to the development of multicultural competence. To assess multicultural competence, it has been proposed to use criteria that allow evaluating the impact of learning foreign languages and non-specialized disciplines, as well as the participation of teachers - curators. The pedagogical expediency has been proved and the application of forms, means and content components of the multicultural educational environment has been substantiated, as well as recommendations have been developed towards improving the effectiveness of the acquisition of multicultural competence of students with the active involvement of teachers.
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