Developing intercultural competence in future teachers is a pressing issue in modern pedagogical education in the context of increasing ethnocultural diversity in the educational environment. This study analyzes the structure of intercultural competence in teachers and develops a model for its targeted development during university training. This paper presents the results of an empirical study of students majoring in pedagogy at universities in the North Caucasus. These findings revealed significant gaps in training: most educational programs do not systematically cover intercultural communication, and a significant proportion of students exhibit ethnocentric attitudes when analyzing pedagogical situations involving representatives of other cultural traditions. Based on this analysis, a structural and functional model for developing intercultural competence is proposed. This model integrates cognitive (knowledge of cultural codes and values), affective (development of tolerance and intercultural empathy), and behavioral (mastery of adaptive communication skills) components. Testing of the developed model demonstrated its effectiveness in reducing ethnocentrism and improving the readiness of future teachers for professional work in a multicultural educational environment. The research findings can be used to improve the content of teacher education.
intercultural competence, teacher training, ethnocultural tolerance, multicultural education, pedagogical work
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