Keyword: «global competences»

Now the world needs globally competent people – able to understand global problems, understand and accept cultural differences, ready and able to interact. The relevance of the study is due to the need for continuous formation of global intercultural competence at all levels of education. If the structure of global intercultural competence and the content of education are defined for the school, then for secondary vocational and higher education they are not: some components of global intercultural competence are formed in the disciplines related to the study of a foreign language. Systematic training on the formation of global inter-cultural competence in colleges and universities, as a rule, is not carried out. The purpose of the article is to substantiate the need for purposeful formation of global intercultural competence of students, to determine its structure at the stage of general and professional education, to present the content of education at each stage of the "school – college – university" system. In the study of the problem, systemic and competence-based approaches were used. The key research method is modeling. The categories "global competence", "intercultural competence", "global intercultural competence" are analyzed. The necessity of purposeful formation of global intercultural competence at the levels of "school", "college", "university" is proved. Theoretical significance of the article: the definition of the term "global intercultural competence" is given, the structure of global intercultural competence at the levels "school", "college", "university" is defined, taking into account the PISA study and the requirements of federal state educational standards of secondary vocational and higher education. The practical significance of the article: the content of education on the formation of global intercultural competence in the school-college-university system is presented; the courses "Fundamentals of Intercultural Communication" for the specialties of secondary vocational education and "Theory of Intercultural Communication" for higher education programs were developed; Sections and topics are defined within the content components "Global Problems", "Intercultural Interaction" for general, secondary vocational, higher education.

With the growing number of foreign students, the importance of effective intercultural interaction in the educational sphere grows, where students and teachers face cultural and language differences that can become serious obstacles to learning and collaboration. The aim of this study is to identify and analyze the main communication barriers that students face in international projects and to develop effective strategies for overcoming them in order to improve educational integration and interaction. An integrated approach is used, including quantitative and qualitative methods – questionnaires, interviews and case studies, which allows for a comprehensive assessment and analysis of the perceptions and strategies of students from different cultures. The study showed that language barriers and existing prejudices cause the greatest difficulties. At the same time, students who actively participate in intercultural interactions and use the proposed adaptive strategies demonstrate significantly better adaptation and learning outcomes. This paper proposes methodological approaches that ensure the creation and assessment of content and competence areas in the educational process. The experiment conducted at the Kabardino-Balkaria State University named after H. M. Berbekov was aimed at studying the structuring of intercultural interactions in the formation of global competences among foreign students. As a result of the analysis of experimental data, they were systematized and conclusions were formulated. The work also shows that cultural differences can both contribute to and hinder in an effective educational process, providing a detailed analysis of the impact of cultural differences on the learning dynamics and mutual understanding between students and teachers. The analysis of the results contributes to an expanded understanding of the dynamics of intercultural relations and provides a theoretical basis for developing more effective methods of teaching and learning in a multicultural environment. The obtained research results can find practical application in the activities of higher education institutions for the creation and implementation of educational programs and trainings aimed at developing intercultural competence and improving the communicative abilities of students. The data can also form the basis for developing innovative teaching methods that contribute to the improvement of mutual understanding and effective cooperation between students who are bearers of different cultural traditions.