The article deals with the professional-axiological paradigm of pedagogy as a strategic guideline for the development of higher education in economics. Axiology of education is a promising scientific direction, which helps to identify both external circumstances and parameters of the educational process, as well as internal ones. It makes possible ensuring high performance of the learning process in higher education, to determine the composition and hierarchy of values. Axiology of education determines the future professional activity of future economists, his/her interaction with the world and with people.

The intercultural orientation of modern social thought is implemented in educational policy, considering a modern university graduate as a person, not just possessing specific competences and knowledge, but also capable of cooperating and constructive multicultural dialogue, interacting with people of different cultures and knowing the system of socially significant world values. The enormous potential for this lies in the methodology of the content and language integrated learning, which is seen as an integral component of the educational process in the context of the implementation of modern documents in the field of higher education. In modern pedagogical science, considerable experience has been accumulated in preparing students of different specialities for intercultural interaction, forming and developing the tolerance, intercultural communicative competences, educating the younger generations in a multicultural world. Nevertheless, the issue of preparing students of nonlinguistic faculties for intercultural interaction in the context of the content and language integrated environment remains poorly developed today. So the main aim of our research is to consider the basic concepts of the process of preparing students of non-language faculties for intercultural interaction for determining the degree of their readiness for the adequate intercultural dialogue.

The problem of preparing students for intercultural interaction in conditions of a subjectlanguage integrated environment is quite relevant, and in theory and practice some experience has been gained in this process. The authors address the idea of the complex use of various methodological approaches in the study of certain pedagogical phenomena, as the most effective and therefore popular in modern pedagogical science. The paper emphasizes the idea that the complex of methodological approaches allows obtaining diverse characteristics of the studied phenomena. The widespread complexity of pedagogical phenomena is noted, implying that they cannot and should not be studied from one point of view. Based on this, the authors conclude that the multifaceted consideration of such a multifactorial phenomenon as the preparation of students for intercultural interaction in the context of the subjectlanguage integrated environment is provided by a set of four mutually complementary approaches: systemic, activity, cultural and integrative ones.

The issue of preparing non-linguistic faculty students for intercultural interaction in the context of the subject-language integrated environment is quite a topical one, and theory and practice of higher education have accumulated considerable experience in this process. However, we have to admit that in modern pedagogical science no research has been so far dedicated either to the development of effective and logical system of preparing non-linguistic faculty students for intercultural interaction, or to the identification of optimal conditions for the functioning of such system. The statements above convinced us in the need to develop the respective proprietary system and pedagogical conditions, which would meet the peculiarities of the given age of students, of the requirements of the Federal State Education Standards of higher education, and of the requirements to the personality of the modern world reflected in national and international documents.

The article deals with the genesis of the issues of theory of intercultural communication as a strategic guideline for development of higher education. The "portrait" of a graduate of a higher educational institution today is presented as a person not only having specific knowledge, but also able to cooperate, interact with different people and cultures. A thorough consideration of the essence of this pedagogical phenomenon is impossible without an understanding of its genesis. That is why this study consideres the problem of preparing students of non-language faculties for intercultural interaction in the context of subject-language integrated environment in a historical aspect.