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Bogoslovskiy V.I., Zhukova T.A., Klimova I.I. FORECASTING CHANGES IN TEACHERS’ PREPARATION TO INTERCULTURAL INTERACTION IN REGIONS. Tomsk State Pedagogical University Bulletin. 2022. Issue 5 (223). P. 58-66

Introduction. The article indicates the relevance of the problem of changes in the process of teachers’ training for intercultural interaction in a region. The authors identified the key tasks, the solution of which will help in the further design of a predictive model for the development of the teacher training system. The aim of the research is to substantiate the stages of designing a predictive model for preparing teachers for intercultural interaction. Material and methods. The leading methods of the current research is the analysis of theoretical literature. The choice of such research approaches as structural and structural-functional make it possible to characterize the process of preparing teachers for intercultural interaction as multicomponent, multilevel and multistage in the context of interaction between the regional education system and the system of higher education in the Russian Federation. Results and discussion. The stages of designing a predictive model for preparing teachers for intercultural interaction are proposed, the essence of the concepts of “training teachers” and “changes in training” is substantiated, strategies for organizing the training of teachers for intercultural interaction are indicated (overcoming the existing linearity, practice orientation and continuity and strategies for advanced learning). Moreover, the authors of the current research analyze the role of the factors that affect the process of teachers’ training for intercultural interaction. Thus, socio-political factors determine a new understanding of the strategy for the development of higher pedagogical education in the context of strengthening ethno-cultural processes (legislation in the field of regional policy development, the position of the state in the field of regulating ethnic processes and the dissemination of ideas for the preservation of ethnic cultures; growth of ethnocultural processes). Regional factors determine the specificity of the region development (the demographic structure of the population, social mobility, dynamically changing requirements of the labor market). Personal factors explain the necessity of correction and the new aims development in higher pedagogical education within the specificity of ethno-cultural diversity (the readiness of teachers for intercultural interaction; pedagogical initiatives, a framework program for teachers’ training to intercultural interaction). Conclusion. Based on the study, it was suggested that the result of the next study should be the development of components of a predictive model for preparing teachers for intercultural interaction.

Keywords: regional education, intercultural interaction, changes in teachers’ training, the strategies of educational process development, comparative researches, predictive model

Zhukova T.A., Bogoslovskiy V.I., Gladkaya I.V. Development of cultural-value competence in international students at universities: the eastern vector. Tomsk State Pedagogical University Bulletin. 2026. Issue 5 (247). P. 36-45

This article examines the development of cultural and value competence in foreign citizens from Eastern countries in the context of developing educational cooperation with these countries. In this regard, the authors present theoretical foundations for changing the multicultural educational environment, which is one of the conditions for developing cultural and value competence. The authors also outline emerging practices for changing the multicultural educational environment at two Moscow universities (the Financial University under the Government of the Russian Federation and the University of Science and Technology MISIS). This article analyzes the concept of “cultural and value competence” and concludes on the importance of using practice-oriented approaches to develop cultural and value competence. The article demonstrates the potential of context-competence and task-based approaches as leading practice-oriented approaches that can be successfully applied in the development of cultural and value competence. Based on these two approaches, examples of professional tasks are presented that aim to develop the individual within the professional, social, and sociocultural environment. The authors of the article demonstrate the potential of the causality funnel method and foresight forecasting, the interplay of which involves moving from the analysis of multiple heterogeneous factors to the formation of a narrow, focused image of future scenarios for the development of cultural and value competence in international students. In the discussion questions, the authors of the article outline the potential of applying the foresight forecasting method (a method for modeling the future in the near and long term) to the development of cultural and value competence in international students from Eastern countries. The immediate prospects are based on the implementation of the concepts of the context-competence and task-based approaches. Long-term prospects may lie in identifying the value foundations for designing a model for developing the cultural and value competence of international students from Eastern countries. To identify these foundations, the authors used V.A. Yadov’s classification, which includes the following hierarchy of values: valuesideals and values-norms; values-goals; and values-means. The article concludes by presenting research prospects related to identifying levels of cultural and value competence and defining the specifics of implementing a model for developing cultural and value competence in international students from Eastern countries.

Keywords: multicultural educational environment, cultural and value competence, contextual-competence approach, task-based approach, causality funnel method, professional task, foresight forecast