COMPARATIVE APPROACH AS A METHODOLOGICAL BASIS FOR THE FORMATION OF STUDENTS’ INTERCULTURAL COMPETENCE
DOI:
https://doi.org/10.47390/SPR1342V6SI1Y2026N59Keywords:
comparative approach, intercultural competence, dialogue of cultures, globalization of education, critical thinking, comparative pedagogy.Abstract
The article examines the comparative approach as a methodological foundation for the development of students’ intercultural competence in the context of globalization, internationalization, and academic mobility. It is demonstrated that the comparative analysis of cultural, philosophical, and educational traditions enables a transition from a merely descriptive perception of cultural differences to their reflective and dialogical understanding, fostering critical thinking, intercultural reflection, and the capacity for constructive interaction in a multicultural environment. The pedagogical potential of the comparative approach is substantiated as a strategy for organizing the educational process aimed at cultivating value-based awareness, tolerance, empathy, and responsibility. Particular emphasis is placed on the significance of the comparative approach in overcoming the unifying tendencies of educational globalization while preserving cultural diversity and harmonizing universal educational objectives with local cultural meanings.
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