ORGANISATIONAL AND PEDAGOGICAL CONDITIONS FOR DEVELOPING FUTURE MANAGERS’ INTERCULTURAL COMMUNICATION SKILLS IN FOREIGN LANGUAGE TRAINING

Abstract

The article substantiates the organizational and pedagogical conditions for developing future managers’ intercultural communication skills in foreign-language training through a multilingual approach. The relevance of the study is determined by the growing role of international, digital, and multilingual professional interaction, which requires not only foreign-language knowledge but also the ability to adapt messages, clarify meanings, mediate misunderstandings, critically evaluate translations, and maintain professional appropriateness in culturally ambiguous situations. The aim is to justify the theoretical basis and, through expert evaluation, identify the priority conditions for developing these skills. The expert group included 11 university teachers working in foreign language training, vocational education, intercultural communication, or management education. The consistency of their judgments was assessed using Kendall’s coefficient of concordance. Six priority conditions were identified: multilingual learning tasks; authentic, professionally oriented materials; active and experiential methods; critical and ethically responsible use of machine translation and generative AI; reflection; and international or quasi-international interaction. The findings show that these conditions should function as an interconnected system. A distinction is proposed between activity-based and framework conditions. The former directly shapes learners’ communicative activity, while the latter provides its curricular, methodological, digital, and assessment foundations. The results may be used to update existing foreign language courses for future managers and support the transition from formal language acquisition to professional interaction in linguistically, culturally, and organizationally diverse environments.