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DOI: https://doi.org/10.34069/AI/2023.62.02.11
How to Cite:
Klimova, I.I., Zhukova, T.A., Cameron, D.I., Kozlovtseva, N.A., Chernyishkova, N.V. (2023). Training students for intercultural
communication in a dynamic world: a challenge in continuing education. Amazonia Investiga, 12(62), 132-139.
https://doi.org/10.34069/AI/2023.62.02.11
Training students for intercultural communication in a dynamic
world: a challenge in continuing education
Подготовка студентов к межкультурной коммуникации в динамичном мире: задача
непрерывного образования
Received: February 10, 2023 Accepted: March 18, 2023
Written by:
Irina I. Klimova1
https://orcid.org/0000-0001-5142-1890
Tatiana A. Zhukova2
https://orcid.org/0000-0002-2184-4814
Derrick I. Cameron3
https://orcid.org/0000-0001-5520-4797
Nina A. Kozlovtseva4
https://orcid.org/0000-0002-2323-0752
Natalia V. Chernyishkova5
https://orcid.org/0009-0003-2744-4269
Abstract
The article discusses the problems related to
preparing students for intercultural communication
within the context of continuing education. The
authors develop a set of definitions concerning the
process of training students for intercultural
communication. Additionally, the current need to
review conventional approaches to the preparation
of students for intercultural communication vis-à-
vis the implementation of novel strategies is
highlighted. The primary goal of the research is to
establish a repeatable preparation process, which is
practice-focused. The range of tasks suggested by
the authors reflects the practical application of these
strategies. Thus the following aspects have been
identified as the most critical drivers: (1) a
continuous and practice-focused process which
facilitates the preparation for intercultural
communication; (2) the use of case-based reasoning
for researching and updating the tools and methods
within the process of preparation of students for
intercultural communication; (3) and a systematic
approach to task development within the learning
process (e.g., case studies, role plays, mixed
interaction, networking, etc.). This method enables
the adoption and concurrent adjustment of the
teaching practices in order to fulfil the educational
1
PhD of Philological Sciences, Professor Financial University under the Government of the Russian Federation, Russian.
2
Dr. in Pedagogy, Associate Professor Financial University of the Government of the Russian Federation and ADD: MISIS University
of Science and Technology, Moscow — University of Science and Technology, Moscow.
3
MA of Applied Linguistics, Instructor Financial University under the Government of the Russian Federation, Russian.
4
PhD of Culturology Financial University under the Government of the Russian Federation, Russian.
5
PhD of Philological Sciences, Associate Professor Financial University under the Government of the Russian Federation, Russian.
Klimova, I.I., Zhukova, T.A., Cameron, D.I., Kozlovtseva, N.A., Chernyishkova, N.V. / Volume 12 - Issue 62: 132-139 /
February, 2023
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goals of diverse intercultural communication
programs. Optimized practices and strategies can
subsequently be collected, disseminated, and
ultimately replicated within other post-secondary
settings and contexts.
Keywords: teacher training, continuing education,
intercultural communication, strategies for
preparing students, case study, role play,
networking.
Introduction
Currently, «society has made students’ ability
and readiness for constant information searching
and acquisition its top priority» (Akmambetova
& Savelieva-Rat, 2021). Refining and updating
professional knowledge and skills on a regular
basis «has become one of the most critical factors
which drive the importance of individualizing
learning processes» (Akmambetova &
Savelieva-Rat, 2021). Moreover, the willingness
to develop a person-oriented educational path
and the ability «to translate research interests into
a specific and targeted course of study by being
open and ready to embrace the innovations
brought forward by the professional environment
and intercultural communication is critical».
(Kurylo, 2019).
The theoretical analysis dealing with the status of
the scientific development of the problem under
consideration shows that many research studies
have been carried out by Russian and foreign
researchers working in the field of pedagogical
sciences. For the purpose of this research article,
the studies can be divided into three groups. The
focus of the first set of studies has been primarily
on the aspects of training students for
intercultural communication and the
identification of its key principles and role in the
current educational system on a global scale
(Akmambetova & Savelieva-Rat, 2021;
Stenischeva, 2020; Sirenko, 2021).
The second set of studies is targeted at analysing
and understanding the genuine meaning of such
a phenomenon as "intercultural communication"
including aspects of its implementation within
the context of training students for intercultural
communication (Zhukova & Shrenk, 2016;
Novikova, 2007).
The third set of studies examines strategies for
the preparation of students for intercultural
communication in the context of dynamically
changing learning needs. (Zhukova et al., 2022;
Kurylo, 2019)
Thus, this paper presents the first authors’
conclusion on the problem and seeks to
understand the importance of continuing
education and the strategies to its development.
The research has five sections following this
introduction, wherein we have discussed the
issues in the current situation to investigate how
the continuing education could be applied to
teaching process. In the next section, we present
the analysis of the current methods deployed in
this research. Following this, we present a brief
history of the studied sector, focusing on the
recent views on the current problem and the
possible ways of solution (case study, personal
education path, etc.). This is important to
investigate how the continuing education is
perceived.
Literature Review
Within the present context of training students
for intercultural communication, there is an
emerging trend of rethinking the role of students
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in the educational process, making them active
partners rather than silent participants. The
authors assume that the training of students for
intercultural communication can be narrowly
defined as a type of learning which includes pre-
teaching. This means that the instructor provides
background information on the subject ahead or
before students start delving into the topic.
Additionally, the fundamentals of the subject can
be highlighted while discussing related topics.
They can also be presented in a non-intrusive
manner by way of referring, exampling, or
creating associations. This type of dynamic
educational process appears to be effective for
studying a subject, which is difficult to
understand. «The change of roles turns a student
into a partner in the learning process who brings
in his or her own experience» (Zhukova, 2022).
In this educational process, a student becomes
more agile and flexible. Being agile and flexible
implies the ability to think faster, and to analyse
and adapt to the current circumstances and search
for the appropriate types of activities.
The key attribute of training students for
intercultural communication is featured by its
focus on the content and the process, which
includes the readiness of learners for developing
and setting their own learning goals along with
forecasting the developmental trends of the
phenomena under study. In other words, the
whole learning system is designed to develop
personal qualities, which are required for
successful performance and driven by rapid
social and intercultural changes (Kurylo, 2019).
This poses another challenge for pedagogical
science, in particular, the optimisation of
methods for training students for intercultural
communication. Intercultural communication
implies interaction among representatives of
different cultures, which connects people,
establishes good rapport and produces effective
business correspondence and mass
communication. Many researchers define
intercultural communication as a combination of
various forms of relationships and interactions
among individuals and groups, which may
belong to different ethnic and cultural
backgrounds (Alismail, 2016; Duzhakova,
2008). However, there are those who see
intercultural communication as interaction
among people representing different cultures
alone (Duzhakova, 2008) Researchers suggest
that intercultural communication spawns a new
social medium featuring a freedom of
communication in a multicultural environment.
This makes the problem of overcoming and
eliminating communication barriers more
relevant and current.
Zhukova T.A. et., al put forward a perspective
which reviews intercultural communication as a
culturally driven process. The components of this
communication process are closely
interconnected with the cultural identity of its
participants. At the same time, it is important to
highlight three basic competences of intercultural
communication: (1) the ability to notice and
interpret information which is transmitted
through non-verbal cues and which
representatives of different cultures find the most
difficult to interpret; (2) the ability to actively
listen - a skill which participants of the
intercultural communication process are
expected to master; (3) the ability to predict and
eliminate potentially embarrassing mistakes
which may disrupt the intercultural
communication process because of the wrong
impressions they might produce.
Lately, researchers have taken a keen interest in
the dynamic perception of culture, which stresses
the importance of understanding the lifestyle,
behavioural norms and values of a social group
(e.g. urban culture). These developments
emphasise the importance of research in the field
of intercultural communication. In addition, the
pace of the educational process is changing,
making it more dynamic and forward-looking. It
is obvious that there is an increasing need for new
strategies and approaches to the education
process (Dyuzhakova, 2022).
The organisational strategy implies a system,
which contains findings of analysis of current
social and educational conditions, learning goals,
principles of selection and design of course
content. It accounts for students' needs and
expectations and a number of components
associated with the process. The strategy
includes a master schedule, which sets out
priorities, and sequences the steps required for
achieving the strategic goals. It is necessary to
emphasise that Russian pedagogical universities
currently «have come to realise the importance of
strategic management and setting of short-term
goals in the context of the new reality» (Alismail,
2016).
The points below show how dynamic the model
of teaching student is and how it is important to
consider the personal and organizational
strategies. We believe that the strategies of
continuing education we can use while teaching
students and the ways how to improve continuing
education.
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Methods
The objective of this research study is to provide
insights for preparing students for intercultural
communication within the context of continuing
education.
One of the key aspects of the research
methodology is targeted at improving the
understanding of the methods, which contribute
to the organization of the educational process.
The selected method of case-based reasoning
enables the working out of solutions to new tasks
through the adjustment of existing outcomes
obtained from similar tasks. The analysis, in its
turn, provides a description of a particular case at
a given educational institution, which allows for
the application of accumulated experience to the
problem in question. In this study, the research
has been conducted by the Financial University
under the Government of the Russian Federation
(Moscow) and the Herzen State Pedagogical
University (St. Petersburg). The implementation
of scientific ideas and theoretical models
proposed by the teachers in Herzen State
Pedagogical University (the Institute of
Pedagogy included 110 staff) is suggested as
necessary.
In an attempt to understand the principles and
structure of the case-based reasoning method, the
authors rely on a systematic approach, which
provides detailed insight into each case. This
process allows for detailed analysis and
comparison, and leads to the development of an
integrated system of cases. Having this system in
place makes it possible to single out structural
components from individual cases and to identify
functional relationships between them.
Moreover, the authors use the review literature
and analyze the literature on the mentioned
problem, the role of continuing education I n
teachers’ training. As well, they find it is
important to use interviews (among 20
colleagues of Financial State University under
the Government of the Russian Federation and
Herzen State Pedagogical University).
Moreover, they refer to the literature regarding
the activities, which should improve the process
of training.
Results
As discussed previously, the identification of
new strategies should be instrumental in
preparing instructors for intercultural
communication within the context of continuing
education. The authors of the article have
provided the most significant examples from
their perspective.
To begin with, it can be asserted that the efforts
to replace traditional linear approaches to the
preparation of students have led to significant
changes. The linear approach is manifested in a
learning environment, which relies on the long-
established patterns of development of
intercultural communication skills without
considering the relevant cross-cultural dynamics,
which have been the subject of multiple research
studies for many centuries (Alismail, 2016;
Enders, 2002). The purpose of these research
studies is to identify a range of linear, yet unique,
design trends including opportunities for the
improvement of existing practices. However, a
number of researchers who have opposed the
logic of linear theories have demonstrated that
the linear type of development is one of many
available and should be placed either in a fully
closed information-driven environment without
external exposure or the degree of impact should
be properly gauged (Enders, 2002).
It appears that another strategy could be that of
the personalisation practice-oriented approach
(Kokarevich & Sizova, 2015). This strategy is
mainly associated with life-long education. A
solid life-long education strategy in the field of
professional education sets clear objectives, tasks
and content. These components are designed to
encourage the rapid development of the
personality of a student making them ready and
willing to design and predict personal
development paths and to work out ground-
breaking solutions by way of intercultural
communication. In this regard, a student takes on
the role of the designer of his/ her personal
educational path.
The term «personal educational path» was
introduced in pedagogy at the end of the 1990s
and can be reviewed as a definite educational
programme and standard (Nieto et al., 2008). The
following components make up the structure of
the educational path: (1) a plan, which assumes
target setting based on the appropriate standards;
(2) content which includes systematization and
grouping of subjects; (3) technology which
drives the use of specific pedagogical
technologies, methods and techniques; (4) a
diagnosis which defines the set of required tools
for analysis; (5) tools; (6) outcomes.
What is more, proper attention should be given
to strategies, which facilitate social interactions.
Such strategies are targeted at regulating the
interactions among the various participants
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involved in intercultural communication
especially at the level of the educational
institution, and regional government etc. The
purposes and levels of self-regulation (self-
organisation, self-management and self-control)
define the selection of the correct strategy or
strategies. They may include monologues
(imperative or manipulative) and dialogues.]
If an imperative monologue strategy is selected
(Hosseini Fatemi et al., 2016), then the instructor
determines the goal and communicates it to the
students. Thus, the educational process is built
around it. This strategy is commonly applied
when studying norms, which require performing
specific operations, or when the sequence of
steps cannot be disrupted. Work with official
documents can be an excellent example of such a
strategy. Additionally, the strategy for the
management of the audience during lecturing is
considered imperative if the instructor does not
check up on the response and understanding of
the students.
A manipulative monologue strategy (Zhukova et
al., 2022) is different as it is the instructor who
defines the path to the achievement of the goals.
In this case, the instructor refers to the goals of a
specific educational stage for consistency and
compares them to the actual goals of the students.
The instructor evaluates whether the students’
level complies with the requirements set by the
educational process for this specific stage. In
addition, the instructor takes into account the
nature of the relationship among the students in
the group. The instructor creates the environment
required for the achievement of the goal, which
may be either not clear or partially obvious to the
students at the start. The ‘manipulative strategy’
of interaction implies that the instructor presents
the sequence of stages and level of difficulty of a
specific task. For instance, in the case of a
research project, if the goal of each step is not
linked to the goals of the educational process, the
instructor may change the sequence or content of
the steps at any time if the situation calls for such
changes.
The dialogue strategy (Vaira, 2007; Vargas,
2000) may be effective if both the instructor and
the students have established an atmosphere of
mutual trust. In the case of the pseudo-dialogue
strategy, the instructor defines the goal of
interaction, but in the course of studying the
instructor facilitates work in groups (question
and answer sessions or similar), discussions, case
studies, etc. The instructor acts as the advisor,
generally, at the request of the group. Given that
the goal complies with the educational
programme, the instructor can present a list of
potential goals to the group or specify the subject
of the next stage of the educational programme,
thus, passing on a new level of understanding the
current pedagogical task.
The next strategy describes and defines the
continuous nature of preparation for intercultural
communication driven by the significance of
bringing together various social cultures. This, in
its turn, drives society towards tolerance, an
integration of different educational systems, and
a search for new ways of interaction and
optimisation of preparation. The following
highlighted levels articulate the findings of this
research article:
➢ The first (low) level reflects the acquisition
and adoption of conventional fundamentals
of intercultural communication. This level
reveals various inconsistencies and defines
the necessary psychological and pedagogical
set of tools required to optimise the
preparation process through developing
solutions to professional tasks.
➢ The second (medium) level includes
innovative prospects of arrangement of
intercultural communication defined by the
regulatory process. It allows for the critical
analysis of the prevailing norm in terms of
the new prospects and identification of
opportunities for further development and
implementation through role-play.
➢ The third (high) level describes the ability to
implement changes into the system of
preparation for intercultural communication
(educational programmes, chain of
educational institutions, organisational
structure of regulatory bodies within the
educational system). The dialectical
rejection of the second level paves the way
for the transition to the third level. It is
featured by the development of a clearer
understanding of the substantial number of
internal contradictions within the system
necessary for the initiation of the transition
process. In other words, differentiation has
become a crucial component in the process.
This includes the ability of the education to
break the continuous flow of information
and go beyond the established routine. It
means that education should be capable of
predicting and evaluating various problems
and working out appropriate solutions based
on its values and fundamental principles.
Any problem should be viewed as an
opportunity for further development through
network-based mixed interaction.
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Discussion
Examples of tasks for the levels, which have been
described above, are discussed below. The tasks
have been developed accounting for the main
principles of the strategies reflecting the various
aspects of the preparation process.
1) The research study relies on the perceptions
suggested by Zair-Bek, Ye. S. who state,
«the learning task is the essential component
of the competency or outcome-based
approach. What is more, the combination of
professional tasks forms the core of the
content of professional preparation whereas
the stages of competency development define
the content». «The content includes the
shaping of the problem which can be
presented as an idea to the students.
Afterwards, the students start to develop
tasks, which require specific solutions
independently. The tasks are based on the
description of cases, facts or situations. The
initial analysis, critical evaluation and
interpretation of the findings lead to the
transformation of the text through
exchanging opinions and personal
evaluations of the problem, which include
the experience, values and perceptions of the
participating individuals. The next stage
involves a problem-solution session
resulting in the development of new data sets
which can be then studied following the
same procedure». (Zair-Bek, 2017)
The task is an instruction or call for an action
(a number or sequence of specific steps or
activities) which includes requirements (known
and needed for reaching the goal or solving the
problem), context (generally known) and the
outcome/solution (the unknown). These
components are formulated in the form of a
question or a task. The development of the
solution includes the identification of the
unknown components. Finding the solution
means obtaining a specific and measurable result.
A sample task might have the following structure
and content presented in the form): (1) a
generalised definition which describes an
existing contradiction, challenge or question;
(2) a key task which specifies an outcome or
solution (which is to be developed); (3) a context
which may include the following information:
input data, specification of resources in place
(informational, scientific, methodological,
timing, psychological, managerial, and etc.);
(4) a reference to the theoretical knowledge used
for the solution to the problem; and
(5) instructions which drive the development of
the final solution. The final solution may rely on
data, action plans, instructions, perceptions,
judgements, evaluations.
The final solution can be presented in the form of
a text (programme, presentation, brochure,
leaflet, book, notes, different types of
advertisements, guidelines, project, instructions,
etc.). It can be a descriptive piece of writing such
as a behavioural strategy, a course of action, a
mode of operation, or a technology etc.
The list of tasks can be combined to produce an
outcome, which contains a solution, and at the
same time, this outcome should be flexible.
Additionally, the instructor should be able to
adapt it based on the needs of students and the
type of task. The process requires compliance
with a comprehensive pedagogical process which
includes axiological (methodological) self-
identification; diagnosis-evaluation-prediction;
target-setting; planning; design (concept
development); practical steps needed to arrange
pedagogical processes (technologies and
interaction); outcome evaluations (students and
teacher), and corrective actions.
Sample tasks are described below.
Sample Task 1: Intercultural communication.
General overview of the task. Modern society
expects individuals to develop intercultural
communication skills. Current observations
show that the number of problems arising from
interaction with representatives of different
cultures is gradually increasing. The issue of
eliminating such inevitable obstacles such as
language barriers, social beliefs remains relevant
and of great importance.
The key task. Provide a brief overview of
intercultural communication.
The context for solving the task. You have a
number of representatives from different cultures
in your group. Both you and the representatives
face language, social and cultural
misunderstandings.
The tasks, which might lead you to the right
solution, include the following:
➢ Identify the theoretical basis which can be
employed to solve the problem in question;
➢ Collect data which describes solutions
applied by professionals from different
fields of study;
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➢ Consider which steps or activities can
contribute to the improvement of
intercultural communication;
➢ Attempt to predict how representatives of
different cultures might respond to the
suggested activities. Work out and mutually
agree a possible solution;
➢ Prepare the final version of the solution
as a project and prepare for presentation
and defence.
Sample Task 2: Culture exchange game
The purpose of the «Culture exchange game» is
to shape and improve the understanding of the
role of a game in the learning process among
students. Innovative games can be used to solve
rather challenging social and economic tasks.
They include swapping social roles for getting a
better grasp on the real world. Three types of
outcomes have been identified at the initial stages
of innovative games: (1) informative – ideas and
solutions to difficult or weakly structured
problems, projects and programmes; (2) social –
consolidating groups, senior management and
specialist teams; (3) educational – mastering new
techniques, brainstorming and effective
decision-making.
The range of tasks under consideration and
methodological sets of tools have been extended.
Innovative games provide an opportunity to
obtain a number of meaningful results, which
include social and psychological aspects meant
to improve the learners’ understanding of their
own personal needs and those of others.
Methodical results include the advent of new
methods, techniques and mental strength
practices, which assist participants of the game in
self-adjustment. What is more, innovative games
tend to encourage a higher degree of social
engagement, and in turn create a unique
environment for interaction. The aesthetic results
often involve activities such as writing poetry,
short plays performance or artwork.
Methodological results can be characterised by
an emergence of novel methodological
approaches, ideas, and focus areas. A prime
example is the "Network-based educational
holding game" which involves the development
of a company's organisational structure and
corporate development strategy.
Sample Task 3: Intercultural Projects
«The age of self-management project» has been
prioritised over other learning process initiatives
within the roadmap, «The future of global
education 2015-2035» as proposed by the ASI
strategic agency. The project suggests creating
and developing mixed (network-based)
structures, which deal with the communication of
news content and cultural differences in Internet
communication. Internet culture emerged with
the advent of the World Wide Web and has
evolved as an independent social phenomenon
functioning on its own terms within global
human civilisation. The projects are computer-
based which contain common problems, goals,
methods and techniques which are targeted at
delivering specific results through collaboration.
Examples might include:
− «The secret of the melting-pot» project
which introduces students to family values
passed on from generation to generation. As
a part of the project implementation,
students visit city museums, familiarise
themselves with the items treasured by their
families and conduct polls among other
members of the group including teachers.
Then they process and analyse the data
which they have collected in order to find
answers to the following questions: How can
we preserve the memory of our ancestors?”
The outcome of the project will be a virtual
exhibition of family values.
− The «Cloak and dagger in a multicultural
world» project which teaches students
different methods of information exchange.
This project includes questionnaires and
practical tasks. The project aims at providing
a better understanding of the ways to encrypt
information and explaining why it is
essential in a multicultural context.
− The «Student holding groups» project which
focuses on teamwork and the development
of this skill. In this case, «holding» means a
group of students, which are perceived as a
parent company. The parent company sets
the pace and line of work along with
establishment of a number of smaller-sized
subsidiaries which are expected to follow the
instructions and report to the parent
company.
Conclusion
To conclude, the following notable aspects
feature continuous and practice-oriented
processes of preparation for intercultural
communication: a continuous and practice-
focused nature; a use of case-based reasoning
methods for finding and updating the
components of the preparation process; and real
- world learning tasks including role-plays and
mixed network-based interactions.
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The authors offer a number of suggestions for
further research, which involves the elaboration,
and refinement of the components underpinning
the process of preparing students for intercultural
communication. Further research and reading in
this topic should consider the dynamics of the
intercultural processes, which influence
students’ training for intercultural
communication. The improvement of these
processes should result in increasing the overall
effectiveness of the training process of students
for intercultural communication in a dynamic
world.
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