Pedagogical Conditions for Internationalizing the Curriculum as Measures to Improve the Effectiveness of the Pedagogical Activity at a Research University

The problem of determining the pedagogical conditions for internationalizing the curriculum in the context of pedagogical science means providing a set of measures aimed at achieving the effectiveness of the goals at a research university. The study aims to determine the pedagogical conditions for the internationalization of the curriculum at a research university that affect the effectiveness of the implementation of this process and to substantiate the possibilities of educational design as a means of internationalization of the curriculum, ensuring the formation of educational communities in innovative practices. To reach the aim, the author compares the characteristics of the pedagogical conditions for internationalizing the curriculum as a category expressing the attitude of the subject of curriculum internationalization to the surrounding phenomena, without which this subject cannot exist and develop. The method of comparative analysis of the content of curriculum internationalization determines the pedagogical conditions that ensure the effectiveness of this process: provision of the faculty's readiness for curriculum internationalization; formation of global competence as an educational result; implementation of innovative approaches in education; provision of programs for incoming and outgoing academic mobility of students and professors. The analysis of the experience presented in the literature allows concluding that the pedagogical conditions for curriculum internationalization are associated with a set of potential opportunities of the intercultural and global educational environment, which is caused by the influence of its participants. Based on a survey and interviews of professors and students of Tomsk State University, the effectiveness of the pedagogical conditions for curriculum internationalization is justified on the basis of indicators, including qualitative (formation of subjects of joint activity, manifestation of indicators of global competence) and quantitative (joint educational programs, innovative educational products, incoming and outgoing student academic mobility) indicators. The obtained data allow concluding that the increase in all indicators shows the faculty's readiness for internationalization and their desire to participate in cooperation programs with foreign universities and in academic mobility, to introduce innovative educational approaches. The data also indicate that the means of ensuring the faculty's readiness for internationalization is educational design since it is aimed at the interaction of the participants to ensure the institutionalization of this process at a research university.

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