The relevance of the problem of socio-cultural environment in the management of the development of teachers’ multicultural competence involves strengthening the integrative and cultural status of the subjects of the educational process. The purpose of the study is to cover the specific features of the socio-cultural environment in the management of the development of teachers’ multicultural competence. To achieve this purpose, a set of modern general scientific approaches (personal, axiological, systemic, activity, synergetic, and competence-based) and methods (theoretical methods – analysis, synthesis, generalisation, comparison, empirical methods-observation, ranking) were used to help clarify the specific features of socio-cultural environment in the management of the teachers’ multicultural competence development. Based on the theoretical and methodological analysis of the research problem, it is determined that the multicultural competence development is a process that is consciously organised and managed, and the process of managing the development of future teachers’ multicultural competence is relevant and understudied. It was also noted that multiculturalism constitutes an important condition for sustainable social development and ensures the integration of each person into the world cultural and educational space, and multicultural competence of teachers is the result of multicultural education. The specific features of the socio-cultural environment are considered as a specific social space of the educational institution, which is described by coexistence and interaction of different and equal cultures, communication of many ethnic groups, simultaneous study and use of different languages, traditions, folk customs, and more. It is emphasised that the socio-cultural environment contributes to the growth of cultural values of each subject of the educational process of a modern school

The relevance of the issues regarding information and communication technologies as components of effective training forms for higher education applicants is determined by the need to introduce information and communication applications into the educational process. Accordingly, the purpose of the article is to provide theoretical justification and experimental verification of the impact that information and communication technologies have on improving the higher education quality for applicants. To achieve this purpose, a complex of modern general scientific methods was used: theoretical (analysis, synthesis, generalisation, comparison); empirical (questionnaires, conversations, interviews, observations, expert assessment); statistical research methods that facilitated the study of scientific sources on information and communication technologies. Based on the theoretical and methodological analysis of the studied issue, it is determined that information and communication technology is a means of joint activity for a teacher and a higher education applicant, which is characterised, primarily, by the consistency of actions (algorithmicity), constant and systematic evaluation of educational achievements and the development of educational qualities (diagnostics), the relationship of the main technology elements, namely the purpose, content, forms, methods, means of interaction, and the results (consistency) of participants in the educational process. It was discovered that to present the material more interestingly and motivate applicants for higher education, it is necessary to use innovative teaching forms and methods, one of which is information and communication applications that contribute to enhanced logical thinking, cognitive activity, the creativity of students and the comprehensive personality development of the future pedagogical specialist. It is proved that these applications contribute to the easier assimilation of new educational material, the creative performance of practical tasks, and productive cooperation between teachers and applicants for higher education. The practical value of the research lies in the fact that the results obtained can be used in further studies on the influence of information and communication technologies on the communication of the educational process subjects

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