The Multilingual Approach and Artificial Intelligence in the Development of a Specialist’s Intercultural Competence in a Digital Educational Environment

Abstract

Problem statement. The article examines the problem of developing specialists’ intercultural competence in the context of educational digitalization and the use of artificial intelligence. The authors emphasize that modern education involves working with multilingual materials, automated translation, and generative models that can both support communication and reproduce cultural stereotypes. Therefore, the pedagogically grounded integration of the multilingual approach and AI tools for culturally sensitive professional communication is highly relevant. Materials and methods. The methodological basis of the study includes the principles of intercultural communication, digital pedagogy, multilingual learning, and the competence-based approach. The methods used were analysis, systematization, generalization, and comparison of scientific sources on the use of AI in language education, professional training, and the development of intercultural competence. Results. The study identified the main AI-based practices for developing intercultural competence: linguistic and cultural adaptation of messages, simulation of professional interaction, reflective analysis of communicative situations, multilingual work with texts, and personalized learning support. It was proved that AI is an effective tool for analyzing language forms, cultural differences, and professional communication situations. At the same time, the importance of critically evaluating AI-generated responses due to possible cultural generalizations and stereotypes was emphasized. Conclusions. It was concluded that combining the multilingual approach with artificial intelligence contributes to the development of intercultural competence, emotional intelligence, and a culture of professional communication. The effectiveness of AI depends on pedagogical support, verification of generated content, and the development of learners’ critical thinking.