IINTERCULTURAL COMMUNICATION IN THE EDUCATIONAL ENVIRONMENT: FORMING A TEACHER`S READINESS FOR INTERCULTURAL DIALOGUE

Abstract

In the context of growing cultural diversity and globalization, intercultural communication has become a fundamental competency in the education system. Teachers are increasingly expected not only to transmit knowledge but also to foster inclusive, respectful, and culturally responsive learning environments. This article explores the significance of intercultural communication in education and highlights approaches to developing teachers' readiness for intercultural dialogue. Developing teachers’ readiness for such engagement necessitates a systematic approach to cultivating intercultural competence—a dynamic construct comprising cognitive, affective, and behavioral dimensions that enable respectful and effective communication across cultural boundaries. Particular attention is paid to the analysis of key models of intercultural competence, as well as their main principles are summarized. It is summarized how to integrate theoretical principles into the practical plane. The role of teachers in promoting intercultural dialogue is determined. The formation of future teachers' readiness for intercultural communication includes sensitivity to the diverse cultural identities of students, pedagogical flexibility in the integration of multicultural content and approaches, reflective awareness of one's own cultural biases and pedagogical practice. Pedagogical and institutional strategies to support the formation of such competence in teachers are investigated, with a special emphasis on professional training and advanced training.