Theoretical analysis of the cultural concepts "ethno-cultural", "cross-cultural", and "multicultural" in the context of professional teacher training

The article addresses the pressing issue of preparing future educators for professional activity within the conditions of a modern multicultural society. The author emphasizes that rising social tensions associated with cultural, ethnic, and social diversity, coupled with new challenges (the integration of students from newly incorporated territories, the digitalization of the environment, intergenerational conflicts), create heightened demands for teachers' multicultural competence. The purpose of the study is to conduct a comparative analysis of key cultural concepts ("ethnoculturality", "cross-culturality", "multiculturality") that define the framework for relevant educational practices and to assess the readiness level of pedagogical university students for work in a multicultural environment. In accordance with this purpose, the following research objectives were set: to conduct a comparative theoretical and methodological analysis of the content and interrelation of the key cultural concepts "ethnocultural", "cross-cultural", and "multicultural" within the context of contemporary pedagogical education; to identify and systematize the structural and substantive components of the future educator's ethnocultural, crosscultural, and multicultural competence based on the analysis of domestic and foreign scholarly sources; to assess the current state of formation of motivational, cognitive, and activity-related components of multicultural competence among pedagogical university students (using a specific sample); to identify contradictions and deficits in the preparation of future teachers for work in a multicultural environment by comparing theoretical models of competencies with empirical research data; to substantiate and conceptualize the author's concept of “multicultural-mediation competence of the future teacher” as a synthetic category integrating ethnocultural, cross-cultural, and mediation components, and to identify pathways for its purposeful formation within the educational process of a pedagogical university. The research methods employed included theoretical approaches, such as identifying the characteristic features of cultural studies, ethnocultural, multicultural, and competency-based approaches, as well as the theory of cross-cultural education, for the purpose of characterizing the analyzed concepts, and generalizing the theoretical understanding of the problem through the analysis of psychological-pedagogical literature and the regulatory framework. The theoretical analysis allowed for the differentiation of the concepts' content: "ethnoculturality" focuses on preserving and transmitting ethnic identity; "cross-culturality" is practice-oriented and aims to overcome cultural barriers and conflicts, including through the use of mediation technologies; "multicultur-ality" integrates the previous aspects, emphasizing the harmonious coexistence and interaction of cultures within the unity of all-Russian values. Empirical methods of quantitative and qualitative analysis of a survey conducted among 123 senior-year students at a pedagogical university revealed that future educators perceive the studied terms as synonyms. While demonstrating general motivation and awareness of the importance of multicultural competence, the students exhibit a deficit in systematic knowledge and, particularly, practical skills for working in conditions of cultural diversity and for resolving conflicts with subjects of the information-educational environment. Based on the conducted research, the conclusion is drawn about the necessity of purposefully forming multicultural-mediation competence in future teachers. This competence is defined as an integrative professional quality that ensures readiness for effective and non-conflictual interaction within a coherent information-educational environment, taking into account the sociocultural characteristics of all its participants. The author declares no conflicts of interests

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