Integration of Digital Tools into language Education as a Means of Developing Intercultural Competence in Future Teachers Within a Multicultural Environment

Abstract

The purpose of this study is to determine the effectiveness of integrating digital tools into language education for the development of intercultural competence among future teachers in a multicultural educational environment. The study was conducted over eight months at three pedagogical universities in the Kyrgyz Republic: I. Arabaev Kyrgyz State University, Osh State University, and Naryn State University, selected for their culturally diverse student populations. The methodology involved a questionnaire survey of 243 education students learning languages using digital platforms, such as Zoom, Moodle, Padlet, Canva, Google Classroom, YouTube, and Telegram. The findings demonstrate the following average scores (on a five-point scale) for the components of intercultural competence: cognitive – 3.68, affective – 3.75, behavioural – 3.64. Correlational analysis indicated a significant positive relationship between the frequency of digital platform use and the development level of each competence component. The cognitive component was most strongly influenced by video platforms, which expanded students’ knowledge of other cultures and traditions. The affective component was enhanced through the use of Padlet, which fostered empathy and tolerance in intercultural communication. The behavioural component, reflecting readiness for intercultural dialogue, correlated most strongly with the use of messaging applications for content exchange, which supported active interaction and practical application of knowledge. A statistically significant difference was observed between students with high and low digital engagement, underscoring the impact of the digital environment on the development of intercultural skills. The results hold practical value for designing language education curricula aimed at developing intercultural competence