INTERCULTURAL COMMUNICATIVE COMPETENCE IN THE DIGITAL ENVIRONMENT: INNOVATIVE APPROACHES TO TEACHING FOREIGN LANGUAGES

Abstract

The article explores the development of intercultural communicative competence (ICC) in the process of foreign language teaching within a digital environment. Against the backdrop of globalization, intensified intercultural communication, and the dynamic evolution of information and communication technologies, traditional educational approaches are undergoing profound transformations. The relevance of the topic is highlighted by the growing need to equip learners not only with linguistic skills but also with the ability to engage effectively across diverse cultural contexts through digital means. The research problem is formulated as the need to identify innovative approaches to the development of ICC in the context of digital education. It is argued that the formation of ICC is critical not only for successful professional self-realization but also for learners’ integration into the global community and for the cultivation of emotional intelligence, critical digital literacy, and social responsibility. Traditional foreign language instruction methods often overlook intercultural and digital dimensions, emphasizing the necessity to rethink educational content, forms, and strategies to meet the demands of the 21st century. This study systematically analyzes recent scholarly literature concerning the development of ICC through digital technologies. In particular, it reviews the contributions of M. Bayram, D. Deardorff, M. Dooley, R. Darvin, S. Cram, E. B. Basoglu, K. Thompson, S. Gilleran, and others. Key principles for fostering ICC – openness, cultural self-awareness, and critical reflection – are discussed. Furthermore, the fundamental components of ICC – linguistic proficiency, sociolinguistic sensitivity, pragmatic adaptability, and intercultural awareness – are identified based on Deardorff’s model. The review of research reveals that, although significant advances have been made in virtual exchanges, gamification, digital storytelling, and the use of VR/AR technologies, there remains a shortage of integrated methodological models that simultaneously address the development of intercultural competence, digital literacy, and emotional empathy. Building upon the analysis of recent studies, the article proposes an integrative conceptual framework for the development of ICC through the systematic application of innovative digital technologies. Each technology – telecollaboration, gamification, digital storytelling, and VR/AR – is strategically aligned with specific ICC components, pedagogical goals, and expected outcomes. Virtual exchanges are identified as a means to foster emotional empathy and cultural understanding; gamification enhances motivation and reinforces cultural behavior models; digital storytelling cultivates critical thinking and reflective skills; and VR/AR technologies facilitate the development of practical intercultural communication skills through immersive simulations. The article highlights both the advantages and challenges of using digital environments for intercultural education. Advantages include increased accessibility, interactivity, and the potential to create authentic intercultural experiences. However, challenges persist regarding the authenticity of digital interactions, critical engagement with cultural content, and overcoming technical and sociocultural barriers. The scientific novelty of the study lies in its comprehensive theoretical substantiation and systematization of digital approaches aimed at developing ICC. The proposed model emphasizes the necessity of integrative practices that simultaneously cultivate linguistic skills, critical digital literacy, emotional intelligence, and intercultural sensitivity. The article concludes by emphasizing the need for further empirical validation of the proposed approaches, the development of electronic courses with intercultural components, and continued exploration of how digital interaction intensity influences the depth of intercultural competence development. Overall, the article provides both a solid theoretical foundation and practical insights for advancing foreign language education in the digital age, addressing the urgent need to prepare learners for effective intercultural interaction in a globalized, technology-driven world.