Introduction: In the presented paper, the role of practical training in the formation of intercultural competencies is considered in terms of Dublin descriptors on the basis of educational intercultural practice.
Methods: For the purposes of the study, a multi-stage model of intercultural practice was developed. The method of comparative analysis showed the correspondence of the model to the main descriptors. The study is based on the results of intercultural practice of Ukrainian students in vocational schools in Slovakia.
Results: It has been shown that the four levels of practice in the form of short-term introductory intercultural practice, ethno-cultural educational practice, scientific and pedagogical communication practice abroad, as well as long-term intercultural training correspond to the Dublin competence descriptors in the form of knowledge, skills, communication, autonomy and responsibility.
Discussion: The results of the research show the directions in the formation of intercultural competencies of students. Close cultures such as the Ukrainian and the Slovak can be a launching pad for building deeper competencies. The pedagogical practice of Slovak and Ukrainian students develops the intercultural competencies of both the trainees and the students.
Limitations: The study was conducted in a limited number of educational institutions in Ukraine and Slovakia. It is expected to increase their number on the principles of reciprocity in order to develop intercultural competencies in the students of the two countries.
Conclusions: The model is practically implemented in the process of the teaching practice of Ukrainian students in selected schools in Slovakia. An increase in the level of intercultural competencies was observed both in the Ukrainian students and in the students of Slovak schools.
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