Pedagogical problem of diagnosing the level of development of students’ intercultural communicative competence through international programmes

Abstract

This article examines the pedagogical aspects of diagnosing the level of development of students’ intercultural communicative competence on the basis of international assessment programmes. In the context of globalization, higher education graduates are increasingly expected not only to possess professional knowledge, but also to communicate effectively with representatives of different cultures, understand cultural diversity, demonstrate tolerance, and respect alternative values. Therefore, the identification, assessment, and systematic development of intercultural communicative competence are considered important tasks of modern pedagogy. The article highlights the diagnostic potential of international programmes, criteria, and frameworks recommended by the OECD, UNESCO, and the European Union. Particular attention is paid to their role in assessing students’ intercultural knowledge, communicative skills, attitudes, and social behaviour. The study also emphasizes the importance of using international experience to improve educational processes, identify existing gaps, and enhance students’ readiness for effective interaction in a multicultural environment. The findings can support competence-based curricula, reliable assessment practices, and students’ participation in global communities.