Sociocultural context of mediation in intercultural communication in the educational process of a higher education institution

Abstract

Abstract: The aim of the article is to highlight the sociocultural role of mediation in intercultural communication in the educational process of a modern higher education institution. Methods. The study utilized a number of theoretical methods, including analysis, synthesis and generalization, which provided a systematic elaboration of scholarly theories and provisions related to the definition of mediation, its typology and its sociocultural role. Results. Mediation in intercultural communication in the educational environment of a higher education institution is considered as a complex, multidimensional multidisciplinary phenomenon that combines legal, socio-cultural, cognitive and pedagogical aspects. The modern understanding of mediation is characterized, which largely goes beyond traditional models of alternative conflict resolution and interprets mediation, as a process of mutual understanding, cooperation, coherence of meanings and coordination and interpretation of culturally conditioned content. It is emphasized that the sociocultural context plays a decisive role in mediation, since it is cultural differences that shape expectations, behavioral patterns, communicative strategies, and ways of interpreting information. In a multicultural educational environment, mediation becomes not only a tool for resolving conflicts, but also a means of supporting diversity, building constructive cultural dialogue, forming tolerance, and developing critical thinking. The multidimensionality of the mediation phenomenon is reflected in the four types outlined – linguistic, cultural, social, and pedagogical. They do not exist in isolation, but interact and complement each other in real communicative situations. Conclusions. Mediation serves as a significant tool for forming an inclusive, open, and humanistically oriented educational environment. It provides an opportunity not only to ensure effective interaction between representatives of different cultures, but also to stimulate the development of key competencies of the XXIst century – intercultural competence, social responsibility, critical reflection, communicative flexibility, and cultural sensitivity.