Intercultural pedagogical competence as a factor of learning effectiveness in the context of the flipped classroom

Abstract

The article examines intercultural pedagogical competence as a factor of learning effectiveness in the context of the flipped classroom model. The relevance of the study is determined by the combination of two trends in contemporary education: the digital transformation of the learning process and the increasing cultural heterogeneity of the student audience. The aim of the article is to theoretically substantiate the role of the teacher's intercultural pedagogical competence in ensuring the effectiveness of flipped learning. Based on the analysis of scientific literature, the article clarifies the content of this concept and identifies its cognitive, communicative, methodological, affective-value, and reflective components. It is shown that the flipped classroom in a multicultural educational environment is not a culturally neutral technology, since students' preparation, interaction, cooperation, and reflection are mediated by different educational traditions and communicative norms. The article proposes a conceptual model explaining the influence of intercultural pedagogical competence on learning effectiveness through the quality of flipped classroom organization. It is concluded that this competence is not an external supplement, but an internal condition for the successful implementation of flipped learning in a multicultural environment.