The article examines the integration of the intercultural component into the teaching of English in higher education as a condition for forming tolerance and developing communicative competence in the context of globalization and intensification of intercultural contacts. The theoretical framework is provided by the understanding of language as a tool for mastering and transmitting cultural codes, which requires systematic immersion of students in the axiological space of English-speaking culture and comparison of various world pictures, accompanied by risks of cognitive dissonance, ethnocentrism, and stereotyping. A model for assessing the formation of intercultural competence is presented, including cognitive, emotional-evaluative and activity components, with emphasis on the transition from declarative tolerance to behavioral readiness for dialogue and constructive resolution of tense situations. A long-term pedagogical experiment with undergraduate and graduate students (486 individuals) in several universities is described, comparing traditional programs and modular intercultural training; standardized questionnaires, intercultural competence tests, linguistic assessments, and analysis of written products were applied, with statistical processing performed in SPSS using descriptive indicators, correlation analysis and Student's t-test. Initial homogeneity of groups was recorded with predominance of medium and low levels, especially in the activity component, as well as pragmatic errors despite seemingly sufficient mastery of the language code. Implementation of comparative analysis of cultural concepts, authentic problem-based materials, case studies, role-playing, and project-based forms of work was accompanied by a significant increase in the tolerance index, communicative competence and sociocultural adaptability in experimental groups, manifested in improved politeness strategies, consideration of status distance and conflict resolution. A strong positive correlation of tolerance with speaking and listening compared to grammatical correctness is demonstrated, interpreted as removal of cultural barriers that enhances motivation and effectiveness of real communication. The results justify the methodological necessity of culturally enriched language education for preparing a personality capable of empathy and productive interaction in a multicultural environment.