The structure of multicultural competency of professional junior bachelors in the process of humanitarian training in college

Abstract

Introduction. People have always traveled and are traveling even more actively now, visiting other countries and interacting with their citizens. This is facilitated by the rapid development of technology, the emergence of more convenient means of communication and more economical means of transport. Visiting different countries and obtaining information about the lives of other peoples undoubtedly broadens one's horizons and allows one to look at the world filled with cultural diversity in a different way and rethink one's existence in it. In this regard, it is very important to find understanding between representatives of different cultures who inhabit certain territories of the globe, enriching each other and avoiding conflicts. It is multicultural competency that helps to ensure constructive communication between representatives of different cultures and speakers of different languages in a multiethnic world society. Therefore, its formation is one of the main tasks of modern education in the field of professional training of future specialists, in our study of professional junior bachelors. The objectives of the article are to analyze scientific research related to the definition of the structure of multicultural competency as a necessary component of the professional competency of future specialists, to identify the component composition of the multicultural competency of professional junior bachelors in the process of humanitarian training in a college and to characterize them. Methods. During our study, we used such theoretical methods as the analysis and synthesis of special scientific literature and the method of comparative analysis. Results. Multicultural competency is a necessary component of the professional competency of a modern specialist. It is formed in the process of education and upbringing and professional training. The outlined competency is a complex personal formation that has its own structure and a complex mechanism of formation. The proposed article analyzes scientific publications related to the definition of the concept of multicultural competency and its structure, identifies and characterizes the structural components of the multicultural competency of future specialists - professional junior bachelors in the process of humanitarian training in a college. Most scientists have cognitive, motivational-value, and activity components in the structure of multicultural competency. At the same time, the cognitive component aims to form a system of cultural and linguistic multicultural knowledge, the motivational-value component reflects the motives, values, interests, needs that regulate the life of an individual in a multicultural society. The activity or activity-behavioral component helps to form multicultural skills and the ability to adhere to certain behavioral norms that exist in a multicultural society and gain positive experience in cooperation with representatives of other cultures. Researchers also distinguish personal-reflective, affective, axiological, strategic, creative and other components. Conclusions. The multicultural competency of professional junior bachelors is a complex structure that has an integrative characteristic. It synthesizes multicultural knowledge, skills and abilities of multicultural interaction, which are very important for the life in the modern multicultural space. This competency is a necessary component of the professional competency of a specialist and is formed in the process of education, upbringing and professional training. Having analyzed scientific research related to multicultural competency and its structure, we have identified such structural components of multicultural competency of future specialists - professional junior bachelors as motivational-axiological, informational-cognitive, behavioral-activity and personal-reflective, which are interconnected and interdependent. Prospects for further research in this direction will concern the definition of criteria and levels of formation of multicultural competency.