The article considers the cross-cultural competence of an individual as an important factor influencing the success of adaptation of various categories of people immigrants, refugees and internally displaced persons, returnees, representatives of ethnic and cultural minorities, as well as representatives of multicultural societies. Based on foreign studies, different approaches to the development of practical programs aimed at increasing intercultural competence and the effectiveness of socio-cultural adaptation are analyzed. In many cases, the fate and career of a person depends on successful intercultural interaction. Cultural differences become a particularly important factor when a person is forced or voluntarily in another sociocultural environment, where he must deal with various life and business tasks. Ignorance of cultural values, roles, norms and rules of conduct can be a major obstacle in international political and business negotiations, on the way to survival in a new culture and achievement of goals and education. In addition to knowledge of another culture, the skills and abilities that will determine the realization of this knowledge, as well as the desire to overcome all obstacles and to succeed in activities in intercultural interaction are necessary. The combination of knowledge, personality traits, motives and specific skills that contribute to the effective achievement of goals in intercultural interaction, was called intercultural competence. This complex theoretical construct, extremely needed in practice, has attracted the attention of a huge number of researchers and developers of practical programs. Thus, the approaches discussed give a broad opportunity to choose methods and technologies for solving problems that arise in intercultural interaction. Despite the general tendency to develop complex methods, the specific approaches, as shown above, continue to exist and develop, taking into account the latest advances in this field. Traditional methods, such as lectures, case studies, role-playing games, game simulators, the method

Розкрито сутність педагогічного коучингу як технології професійного розвитку особистості в системі підвищення кваліфікації, а саме як продуктивного та раціонального засобу організації навчання у чинній системі. У представленій статті здійснено теоретичний аналіз коучингу як інноваційної педагогічної технології. Автори, спираючись на порівняльний аналіз науково-педагогічних джерел, зазначають проблеми, які є спільними у наукових дослідженнях вітчизняних та зарубіжних учених. Зазначено, що технологія коучингу отримала ґрунтовний теоретичний аналіз і широке практичне застосування саме в теорії та практичних дослідженнях зарубіжних учених. У публікації також наведено етимологію, походження та значення слова “коуч”. Автори визначають, що спільними ознаками у вітчизняних та зарубіжних дослідженнях коучингу є: побудова освітнього процесу на мотивуючій взаємодії; створення можливостей для розкриття потенціалу особистості; рівноправна творча діяльність учасників освітнього процесу; партнерство для підтримки людей у досягненні своїх цілей. Показано, що досвідчений коуч може продемонструвати багато характеристик коучингу, але здатність забезпечити ефективне навчання з використанням різноманітних педагогічних підходів можуть бути одним із найважливіших факторів у студентському розвитку. Доведено, що коучинг має всі ознаки педагогічної технології, єдиної моделі педагогічної діяльності проєктування, організації та впровадження в навчальний процес. Стаття призначена для науковців і тренерів, викладачів, керівників навчальних закладів, які займаються освітньою діяльністю.

The article analyses the content of the concept of ˝intercultural competence˝ and defines its elements as the basis of its own communicative behaviour. It also emphasises the socio-cultural significance of intercultural communication in the modern world. The problem of intercultural communication is one of the main in modern science. In the most general form, the process of intercultural communication is the interaction of individuals who are carriers of different cultures, each of which has its own language, types of behaviour, values, customs and traditions. In the process of communication, each participant acts simultaneously and as a separate individual, and as a member of a socio-cultural group, and as a representative of a particular cultural community, and as a representative of all mankind. Hence, he has simultaneously individual, as well as social, national, and universal knowledge in his mind. Development of competent intercultural communication skills requires its participants to understand what, when, and how it can and must be said or done. For successful implementation of these settings they need: socio-cultural (context) knowledge, communicative skills and abilities, as well as language knowledge. As a result of achieving life and professional goals, the individual must have the ability to intercultural communication: to adequately perceive and interpret different cultural values; consciously overcome the borders separating cultures; see in foreign cultures not only general but also common features; to consider various cultural phenomena and representatives of other cultures from the point of view of empathy; correlate existing ethno-cultural stereotypes with own experience and make adequate conclusions; to be able to view and change their assessments of another culture in accordance with the expansion of skills and experience of intercultural communication; to change self-esteem as a result of comprehending another culture and rejecting unwarranted stereotypes or prejudices; to accept new knowledge about another culture for a deeper knowledge of one’s own; systematise the facts of cultural life; synthesise and generalize your personal experience in intercultural dialogue.

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The article describes the components of the formation of intercultural competence of students of the branch of 'Information Technology'. It is found that students' intercultural competence consists of three key components, namely conceptual-value, personal-motivational and activity-behavioral. It is revealed that the identified components of intercultural competence correspond to such professional and personal characteristics of future specialists in the of the branch of 'Information Technology', such as: social activity, readiness to interact with representatives of different ethnic groups, divergence of behavior, empathy, personal stability, communication. The following structural components of students' intercultural competence were also emphasized: knowledgeable (cognitive), affective-volitional (emotional, axiological) and prognostic activity (behavioral). It is revealed that the following indicators are indicators of intercultural competence: completeness of content and strength of knowledge, knowledge of the essence of intercultural competence, awareness of its importance. The essence of the concept of 'criterion' and the formation of intercultural competence, namely its main components: value-motivational, cognitive, operational-technological, reflexive and personal. Three levels of intercultural competence formation in IT students were identified and the structure of these levels in determining the degree of intercultural competence formation of IT students in the university's educational environment.