Interactive Methods as a Means of Developing Ethnocultural Reflection of Future Philologists

Abstract

The article examines interactive methods as a means of forming ethnocultural reflection of future philologists in the conditions of social transformations. The reorientation of education to dialogical and creative forms that contribute to the awareness of cultural identity and intercultural openness is substantiated. The effectiveness of discussions, projects, role-playing games and digital platforms is analyzed. The study confirms that interactive learning develops ethnolinguistic sensitivity, critical thinking and cultural integration in professional activities. The aim of the article is to substantiate interactive teaching methods as a means of forming ethnocultural reflection of future philologists. The study examines interactive methods as an effective means of forming ethnocultural reflection of future philologists. Methods. Content analysis of scientific sources, student questionnaires, pedagogical observation and expert evaluation were used. The use of interactive forms of learning (discussions, role-playing games, cases) contributes to the development of intercultural competence, critical thinking and awareness of one's own ethnocultural identity. The results confirm the feasibility of integrating such methods into philological education. The survey results, summarized and visualized in diagrams, demonstrate the effectiveness of interactive methods in philological education: 68% of respondents noted their benefit for understanding ethnocultural topics, 72% - increased reflexivity, and 79% of students demonstrated positive dynamics according to expert assessment. Content analysis of open-ended responses confirmed the feasibility of integrating interactive learning for the development of intercultural competence. Transformation indicators include value orientation, ethical sensitivity, cultural awareness and professional skills. Conclusion. Interactive teaching methods are an effective tool for forming ethnocultural reflection of future philologists, as they create conditions for dialogical understanding of identity, ethical communication, and responsible professional self-expression. In the Ukrainian context, they not only increase the academic quality of training, but also contribute to sustainability, cohesion, and cultural visibility in conditions of rapid social change.