Development of intercultural communicative competence in non-language higher educational institutions of the Russian Federation

this article examines the development of intercultural communicative competence in non-linguistic universities in the Russian Federation in the current context. It analyzes existing models of language training in higher education institutions. In the context of globalization and the intensification of international relations, intercultural communicative competence is becoming a key factor in the competitiveness of university graduates. The aim of this article is to analyze modern approaches to developing intercultural competence in students at non-linguistic universities (Lomonosov Moscow State University, Far Eastern Federal University, St. Petersburg State University, Kazan Federal University, etc.), identify existing problems, and propose solutions. The objectives of the study include: • analyzing the current state of language training in non-linguistic universities; • identifying problems associated with the reduction of hours for foreign language study at non-linguistic universities (Lomonosov Moscow State University, Far Eastern Federal University, St. Petersburg State University, Kazan Federal University, etc.); • studying the role of students' critical thinking in developing intercultural competence; • determining ways to preserve national identity in the study of foreign languages. The study is based on the following methods: • analysis of scientific and methodological literature; • pedagogical observation; • student questionnaires; • statistical data processing; • research on intercultural interaction; • comparative analysis of educational practices. The theoretical materials of the study include: • analysis of curricula and programs for language education in higher education institutions of the Russian Federation; • methodological developments for teaching foreign languages; • statistical data on the state of language education in non-linguistic universities in Russia. The main results show that reducing the number of hours spent on foreign language instruction at non-linguistic universities creates a vicious cycle of declining motivation and quality of training. The author proposes a solution by reorienting the "specialty + language" model from a translation-focused to an intercultural one. The study's results can be used by foreign language teachers, methodologists, and educational program directors when developing curricula and teaching materials aimed at developing intercultural communicative competence in students. The study identified key challenges in developing intercultural communicative competence at non-linguistic universities in the Russian Federation. The analysis revealed that reducing the number of hours spent on foreign language instruction creates a vicious cycle of problems: decreased student motivation ? decreased language proficiency ? limited opportunities to use the language ? further reduction of hours. Proposed solutions: • reorienting the "specialty + language" model from a translation-focused to an intercultural one; • integrating critical thinking into the learning process; • implementation of modern teaching methods (Project-Based Learning, Case Studies and Simulations, digital technologies and online platforms (Blended Learning with EdTech), and Reflective Practices); • creating opportunities for practical intercultural communication. The study confirmed the importance of preserving national identity in the development of intercultural communicative competence. In this regard, an effective teaching model should include: • familiarization with Russian philosophy, history, and culture; • comparative analysis of cultural values; • development of intercultural analysis skills. As a result of the study, we came to the following conclusions: 1. The development of intercultural communicative competence is a long-term and complex task that depends on the demands of the times and the development goals of society and requires a systematic approach. 2. The current problem of reducing the number of hours spent on foreign language learning requires a revision of approaches to the organization of language education. 3. The integration of critical thinking into the learning process contributes to a more A deep understanding of cultural differences and the development of effective communication strategies. 4. The practical significance of the study lies in the possibility of applying the proposed recommendations to: • increasing student motivation in learning a foreign language; • improving the quality of language training; • developing intercultural competence; • developing intercultural communication skills. 5. The results of the study can be used in the development of new educational programs and teaching materials in the field of language education.

intercultural communication, higher education, language education, critical thinking, cultural identity, intercultural communicative competence