The article addresses the problem of developing intercultural communicative competence among students majoring in economics in the context of economic globalization and the expansion of international professional interaction. It is argued that this competence represents an integrative outcome of professional education and includes cognitive, value-motivational, operational-communicative, and reflective-evaluative components. The specific features of its formation in future economists are revealed, determined by the professionally contextualized nature of their training and the need for effective communication in business, management, marketing, finance, and international cooperation. Particular attention is paid to the theoretical substantiation of a set of pedagogical conditions ensuring the effectiveness of this process. These conditions include the creation of a professionally oriented intercultural educational environment, the integration of communicative, cultural, and professional components of the curriculum, the use of active and interactive methods simulating situations of intercultural business communication, and the development of reflection and value-based attitudes toward intercultural interaction. The study concludes that these conditions function as a coherent system and are essential for the professional training of future economists.