Vol. 12 No. 62 (2023)
Articles

Training students for intercultural communication in a dynamic world: a challenge in continuing education

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  • Irina I. Klimova,
  • Tatiana A. Zhukova,
  • Derrick I. Cameron,
  • Nina A. Kozlovtseva,
  • Natalia V. Chernyishkova
Irina I. Klimova
Financial University under the Government of the Russian Federation, Russian.
Bio
Tatiana A. Zhukova
Financial University of the Government of the Russian Federation and ADD: MISIS University of Science and Technology, Moscow
Bio
Derrick I. Cameron
Financial University under the Government of the Russian Federation, Russian.
Bio
Nina A. Kozlovtseva
Financial University under the Government of the Russian Federation, Russian.
Bio
Natalia V. Chernyishkova
Financial University under the Government of the Russian Federation, Russian.
Bio
DOI: https://doi.org/10.34069/AI/2023.62.02.11

Published 2023-03-30

Keywords

  • teacher training, continuing education, intercultural communication, strategies for preparing students, case study, role play, networking.

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

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 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.

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