Didactic Foundations for Developing Intercultural Communicative Competence in Students
Keywords:
Intercultural communicative competence, higher education, didactic foundationsAbstract
This article examines the didactic foundations for developing intercultural communicative competence (ICC) among students in higher education. Drawing on established theoretical models and contemporary pedagogical approaches, the study emphasizes the integration of language and culture, learner-centered methodologies, and the use of authentic materials. Special attention is given to the context of Uzbekistan, where ICC is increasingly recognized as a strategic educational goal. The paper discusses practical strategies, including project-based learning, CLIL, and virtual exchange programs, as well as the challenges of assessment, teacher training, and avoiding stereotypes. Recommendations are provided for enhancing ICC development at the institutional and policy levels.
References
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Fantini, A. E. (2020). Reconceptualizing intercultural communicative competence: A multinational perspective. Research in Comparative and International Education, 15(1), 52–61.
Kramsch, C. (1998). Language and culture. Oxford University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Ministry of Higher Education of Uzbekistan. (2023). National strategy for higher education modernization. Tashkent: Government of Uzbekistan.
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