Psychological and pedagogical potential of tutor support in the development of intercultural competence of international students

Abstract

The article examines the psychological and pedagogical potential of tutor support in the development of intercultural competence of international students within a multicultural educational environment of a university. The relevance of the study stems from the intensification of the internationalization of higher education and the growing number of international students, which requires conditions for their academic and sociocultural adaptation. Based on theoretical analysis, the comparative-analytical method, the generalization of psychological and pedagogical experience, and pedagogical modeling, the tutor support tools that facilitate students' adaptation are identified: individual interviews, planning of an individual educational trajectory, group and individual tutorials, educational projects, reflective tasks, and participation in university events. The structure of intercultural competence is defined, comprising cognitive, communicative, behavioral, affective, and reflexive components. A conceptual model for the development of intercultural competence through tutor support is presented, revealing the connection between psychological and pedagogical means and the elements of this competence. It is concluded that tutor support acts as an integrative psychological and pedagogical mechanism that coordinates educational navigation, intercultural interaction, and personal reflection.