AN INTEGRATIVE MODEL AND DIGITAL DIAGNOSTIC TECHNOLOGIES FOR ASSESSING UNIVERSITY STUDENTS’ INTERCULTURAL COMMUNICATION COMPETENCE
Keywords:
intercultural communication competence, diagnostic model, digital diagnostics, pedagogical modelling, reflection, cultural sensitivity, digital intercultural footprint.Abstract
The article presents an integrative pedagogical model for diagnosing the level of
development of university students’ intercultural communication competence and
describes digital technologies that can support this process. The model is constructed as a
system of target, methodological, process, and assessment-result blocks and integrates
cognitive, emotional-axiological, communicative-activity, reflective, and digital
components. Diagnostic evidence is collected through tests, observation, interviews, case
analysis, role play, self-assessment, portfolio tasks, interactive simulations, and digital
traces of intercultural activity. A distinctive element is the concept of a Digital Intercultural
Footprint, understood as evidence of a learner’s communicative activity, tolerance, and
cultural adaptability in digital and international interaction. The model also proposes an
integrative index combining cultural knowledge, cultural reflection, cultural sensitivity,
digital intercultural activity, and intercultural adaptability. The article argues that the
value of the model lies in linking diagnosis with further pedagogical development:
assessment results are used to identify strengths and weaknesses, design individual
development trajectories, and monitor change over time.
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