THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR IMPROVING AN INTEGRATIVE-MODULE MODEL OF ETHNOCULTURAL COMPETENCE DEVELOPMENT IN FUTURE TEACHERS
Keywords:
Ethnocultural competence, future teachers, integrative-module model, multicultural education, intercultural communication, ethnopedagogy, teacher education, cultural identity, pedagogical methodology, educational innovation.Abstract
The development of ethnocultural competence has become an essential component of teacher education in the context of globalization, multicultural interaction, and the internationalization of educational systems. The relevance of this study is determined by the growing need to prepare future teachers capable of effective professional activity in culturally diverse educational environments while preserving national values and promoting intercultural dialogue.
The purpose of the research is to investigate the theoretical and methodological foundations for improving an integrative-module model aimed at developing ethnocultural competence among future teachers. The object of the study is the process of ethnocultural competence formation in higher pedagogical education, while the subject focuses on the pedagogical conditions, principles, and methodological approaches that ensure its effective development.
The research is based on competence-based, cultural, interdisciplinary, and learner-centered approaches. The study employs theoretical analysis, synthesis, comparative analysis of pedagogical literature, and modeling methods. The findings indicate that the integrative-module model facilitates the systematic integration of ethnopedagogical knowledge, intercultural communication skills, reflective practices, and digital educational technologies. The model contributes to the development of cultural awareness, tolerance, professional mobility, and readiness for intercultural interaction.
