UDC 342.813:371.13

Kornilova N.A.¹ (Yoshkar-Ola, Russian Federation) – kornilovanataleks75@mail.ru

¹Mari State University

Abstract. The article discusses the validity of the effectiveness of the approbation of the model of the formation of multicultural competence of future preschool teachers with the use of ethnocultural educational practices at the ascertaining and control stages of the experiment. The study was conducted on the basis of the Federal State Budgetary Educational Institution of Higher Education “Mari State University”. The experimental work involved 450 students of the 44.03.02 “Psychological and Pedagogical Education” program: 250 students of the “Pedagogy and Psychology of Preschool Education” profile (experimental group), and 200 students of the “Psychology of Education” profile (control group), and 20 teachers. The article also presents a set of pedagogical conditions and analyzes scientific publications on evaluating the effectiveness of these conditions in the training of future teachers. The results of the diagnostic study are described in accordance with the identified structural components and indicators: motivational (demonstrates interest in cultural diversity and has a desire to work in a multicultural environment); cognitive (has knowledge about the norms and rules of interaction in a multicultural environment and intercultural differences); active (has the ability to choose various methods and techniques and to prevent and resolve intercultural conflicts in a timely manner); reflective (has the ability to analyze and evaluate the effectiveness of their professional activities in a multicultural environment); and creative (has the ability to develop original ideas and solve problems of multicultural development in a non-standard way). A positive dynamic of the level of formation of multicultural competence of future preschool teachers using ethnocultural educational practices in the experimental group was revealed, and insignificant dynamics was recorded in the control group, which confirms the effectiveness of the approbation of the model of formation of multicultural competence of future teachers using ethnocultural educational practices. A perspective for further development of research on the formation of multicultural competence of future teachers using ethnocultural educational practices is proposed.

Keywords: multicultural competence, project activities, interdisciplinary approach, pedagogical practice, pedagogical conditions, diagnostic results, future teachers, preschool education, ethno-cultural educational practices, and experimental work.

References:

1. Avakyan, R. V., & Levchenko, N. V. (2021). Formation of multicultural competence of future teachers in the educational environment of a university. Problems of Modern Pedagogical Education, 70(1), 11–15. (In Russian). https://elibrary.ru/vuwslw
2. Garifullina, A. M., Zakirova, V. G., & Bashinova, S. N. (2018). Language and multicultural training of students in pedagogical fields: Problems and prospects of development. Man and Language in the Communicative Space: Collection of Scientific Articles, 9(9), 223–229. (In Russian). https://elibrary.ru/ypfqhz
3. Zenkina, S. V. (Ed.). (2025). Formation of a teacher’s professional competence. Multicultural and information competence: A textbook for universities (2nd ed.). Moscow: Yurayt Publishing House. (In Russian).
4. Kornilova, N. A. (2025). Multicultural competence of preschool teachers: Essential and content characteristics. Modern Problems of Science and Education, 1, 71. (In Russian). https://doi.org/10.17513/spno.33959
5. Lazukin, A. D., & Fuchs, I. V. (2022). Issues of theory and practice of professional and pedagogical training of university teachers. Pedagogical Education and Science, 6, 15–25. (In Russian). https://doi.org/10.56163/2072-2524-2022-6-15-25
6. Lyubek, D. A. (2024). Application of project educational technologies in ethnocultural education. In Problems and prospects of education development: Collection of materials of the 11th International Scientific and Practical Conference (pp. 343–350). Orekhovo‑Zuyevo: State University of Humanities and Technology. (In Russian). https://www.elibrary.ru/kzstoh
7. Lyubek, D. A. (2025). Project‑based learning as a tool for ethno‑cultural education. In Pedagogy and psychology in the era of digitalization: Modern problems of science and practice: Collection of materials of the International Scientific and Practical Conference (pp. 137–143). Orekhovo‑Zuyevo: State University of Humanities and Technology. (In Russian). https://www.elibrary.ru/ilplxd
8. Mashanova, A. S. (2025). Formation of practice‑oriented teaching approaches in higher education institutions. The Era of Science, 42, 487–490. (In Russian). https://doi.org/10.24412/2409-3203-2025-42-487-490
9. Osipova, L. V. (2019). Multicultural training of a teacher: An actual problem of modern higher education. Izvestiya of the Volgograd State Pedagogical University, 9(142), 45–50. (In Russian). https://elibrary.ru/xgcned
10. Oskolova, T. L. (2015). Methodology of practice‑oriented research activities of students during pedagogical practice: Strategies for forming the national identity of students in a multicultural environment. Education and Science, 10(129), 94–107. (In Russian). https://doi.org/10.17853/1994-5639-2015-10-94-107
11. Petrova, V. F. (2017). Pedagogical practice of students: Migrant children in a kindergarten. In A. M. Kalimullin (Ed.), Pedagogical education in a changing world: Collection of scientific papers of the III International Forum on Pedagogical Education (Vol. 2, pp. 116–125). Kazan: Otechestvo Publishing House. (In Russian). https://www.elibrary.ru/ypvmsi
12. Pyrnova, O. A., Ramazanova, B. M., & Chentaeva, K. M. (2024). Problems of university teachers’ development in terms of the functions of a modern university and their solutions. Economics and Management: Problems, Solutions, 4(3), 128–134. (In Russian). https://doi.org/10.36871/ek.up.p.r.2024.03.04.017
13. Fedorova, S. N., & Kornilova, N. A. (2018). Ethnocultural educational practices as a means of introducing middle‑group children to their own culture: A monograph. Yoshkar‑Ola: MarSU. (In Russian).
14. Khazova, S. A., & Khatit, F. R. (2015). Multicultural competence of a teacher: Scientific electronic publication. Maikop: Electronic Publishing Technologies LLC. (In Russian).
15. Sherayzina, R. M., & Zadvornaya, M. S. (2020). The profession of a preschool teacher in the modern information society. Continuous Education, 4(34), 14–18. (In Russian). https://www.elibrary.ru/vqyjrv

For citation: Kornilova, N. A. (2026). Results of testing the model for the formation of multicultural competence of future preschool teachers using ethnocultural educational practices. CITISE, 1, 195–211. (In Russian).