Science for Education Today, 2025, vol. 15, no. 2, pp. 207–227
© Yurinova E. A., Byrdina O. G., Dolzhenko S. G., 2025
UDC: 
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The model of developing future teachers’ multicultural competence based on interethnic and intergenerational interaction in the multicultural educational environment

Yurinova E. A. 1 (Ishim, Russian Federation), Byrdina O. G. 2 (Ishim, Russian Federation), Dolzhenko S. G. 2 (Ishim, Russian Federation)
1 P.P. Ershov Ishim Pedagogical Institute, Tyumen State University Branch
2 Ishim Pedagogical Institute named after P.P. Ershov – a branch of the Tyumen State University
Full text (Open Access) — Downloaded 12
Abstract: 

Introduction. The article presents the results of research investigation focused on the problem of developing future teachers’ multicultural competence. The purpose of the article is to justify the model of formation future teachers’ multicultural competence based on interethnic and intergenerational interaction in the multicultural educational environment and evaluate its effectiveness.
Materials and Methods. The theoretical and methodological basis of the study is the unity of cultural, dialogic, system-activity and competence approaches. The study was conducted during 2024 with the participation of 78 pedagogical university students. The following methods were used in the study: theoretical and methodological analysis, comparison and interpretation, pedagogical modeling, questionnaires and expert assessment.
Results. The main results include justification of the future teachers’ multicultural competence formation model based on interethnic and intergenerational interaction in the multicultural educational environment and evaluation of its effectiveness.
The rationale for the model presents two aspects of developing future teachers’ multicultural competence: an external and an internal one. The external aspect is related to the organization of a multicultural educational environment within the framework of social practice. The internal aspect of the model is related to the fact that as a result of immersion in a multicultural educational environment within the framework of social practice, future teachers develop all the components of multicultural competence, namely cognitive, value-attitude, and professional.
Based on the integrative assessment, the positive results of the model for the formation of multicultural competence implementation were obtained.
Conclusions. The study has justified the future teachers’ multicultural competence formation model based on interethnic and intergenerational interaction in the multicultural educational environment and evaluated its effectiveness.

Keywords: 

Multicultural competence; Interethnic interaction; Intergenerational interaction; Model; Multicultural educational environment

For citation:
Yurinova E. A., Byrdina O. G., Dolzhenko S. G. The model of developing future teachers’ multicultural competence based on interethnic and intergenerational interaction in the multicultural educational environment. Science for Education Today, 2025, vol. 15, no. 2, pp. 207–227. DOI: http://dx.doi.org/10.15293/2658-6762.2502.10
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Date of the publication 30.04.2025