USING ARTIFICIAL INTELLIGENCE TOOLS TO DEVELOP INTERCULTURAL COMMUNICATIVE COMPETENCE IN PHILOLOGY STUDENTS

Abstract

Purpose of the article is to analyze the potential of artificial intelligence tools for the development of intercultural communicative competence of philology students and to determine the pedagogical conditions for their effective application in the educational process.

Methodology is based on a comprehensive approach that combines the analysis of scientific sources, generalization of modern theoretical provisions, and comparison of domestic and foreign experience in the use of artificial intelligence in education. The study applies methods of systematization, interpretation, and critical analysis of scientific approaches to the problem of developing intercultural communicative competence in the context of educational digitalization.

Scientific novelty lies in the generalization and systematization of modern approaches to the use of artificial intelligence tools in the development of intercultural communicative competence of philology students, as well as in identifying the relationship between technological capabilities of AI and the development of cognitive, sociocultural, and pragmatic components of this competence. The role of digital critical literacy as a necessary condition for the effective use of artificial intelligence in education is further specified.

Conclusions indicate that the integration of artificial intelligence tools into foreign language training of philology students contributes to improving learning effectiveness, developing intercultural empathy, and fostering the ability to communicate appropriately in a culturally diverse environment. At the same time, the effectiveness of this approach depends on the level of pedagogical support, the development of digital competence, and the implementation of strategies for critical evaluation of AI-generated outputs. Prospects for further research are associated with the development of effective methods for integrating artificial intelligence into the educational process and improving approaches to assessing intercultural communicative competence.