Features of the formation of intercultural competence of future educators in China and Russia

Abstract

Against the background of the in-depth development of China-Russia comprehensive strategic cooperative partnership in the new era and the full launch of the 2026-2027 «China-Russia Year of Education», future educators, as the core reserve force for the sustainable development of educational cooperation between the two countries, their pre-service cultivation of intercultural competence directly determines the long-term quality of bilateral educational exchanges. Taking the pre-service student teachers in normal universities of China and Russia as the core research object, based on the pre-service training data of 138 Sino-Russian cooperative education programs and 26 local normal alliance universities, this paper carries out systematic research according to the logic of «realistic picture sorting – existing problem diagnosis – future feature extraction – cause and path analysis». The research first presents the current system, scale and model status of Sino-Russian cross-cultural teacher training, then diagnoses four practical problems including misplaced training objectives, discontinuous competence structure, suspended practice links and single evaluation standards. Finally, starting from the current situation and problems, it deduces four core future-oriented cultivation characteristics: strategic foresight, two-way symbiosis, field immersion and literacy integration, and constructs a four-dimensional optimization framework of «objective anchoring – content progression – practice implementation – evaluation closed loop» combined with cause analysis. The conclusions can provide theoretical support and practical basis for the connotative upgrading of the collaborative education system of Sino-Russian teacher education.