The purpose of this research is an in-depth study and theoretical justification of the integrated approach to training future specialists in intercultural professional interaction in the context of modern Russian vocational education. The article presents the key components of intercultural professional competence and defines the levels of integration of educational disciplines for the effective development of relevant competencies. In the course of the study, four components of intercultural professional competence were studied in detail: cognitive, operational-activity, motivational-value and reflexive, their content was revealed and indicators of their formation were proposed. In addition, there was a division into three levels of integration — substantive, organizational, methodological and technological, each of which characterizes the depth of the relationship between linguistic and professional disciplines. These levels are integrated into a single concept of the specialist training model, consisting of four blocks: targeted, substantive, procedural and effective. This concept allows you to comprehensively cover all stages of training and ensure the gradual formation of the necessary qualities of a specialist. In the context of integrative training, special attention is paid to the role of the subject "Foreign language in professional activity", since it is this discipline that has a high integrative potential and contributes to the development of all aspects of intercultural communicative competence. The final conclusions emphasize the importance of a systematic approach to combining linguistic, socio-cultural and professional learning components for the successful adaptation of graduates to the conditions of a modern multinational work environment. The study confirms the need to develop new approaches and methods to effectively train specialists for effective intercultural cooperation in the context of globalization and growing cultural diversity.
Galina A. Surgutskova (Fri,) studied this question.