The multicultural educational environment as a way to enrich individuals during the learning process, fosters an understanding of values and an engagement with national culture, language, history, traditions, and customs of both one's ownand other peoples.The value-based interpretation of history and culture, along with the native language and national idea, as well as a tolerant perception of representatives from other nations, are essential components of an individual's national self-consciousness. Thisunderstanding is also critical for ensuring state security and building national unity. At the heart of attaining these major goals is the professional development of future educators who will exemplify a positive level of national self-consciousness.In this context, contemporary educational trends necessitate the exploration of new resources for cultivating the national self-consciousness of future educators. Within the educational environment of a pedagogical university, we argue that the aim of such a strategy should be the integration of cross-cultural and competency-based approaches. The holistic pedagogical process in this research is considered within the framework of multiculturalism as a cross-cultural competency-oriented environment.This article analyzes the components of cross-cultural and competency-based approaches in the formation of the national self-consciousness of future educators and examines pathways for developing national self-consciousness as a professional competence. A cross-cultural competency-oriented environment creates the conditions for the development of national self-consciousness as aprofessional competence, alongside cross-cultural literacy, intercultural competence, and competencies in the field of multiculturalism.
Sarbasova et al. (Wed,) studied this question.