Analysing the Resource Potential of an Intercultural Model as a Tool for Designing Russian-Language Educational Activities in the Republic of Kenya

Introduction. Russia’s involvement in intercultural interaction defines the urgency of promoting Russian-language education abroad. Given the expanding contacts between Russia and Africa, it is essential to consider this issue in light of the country-specific characteristics of the interacting linguocultural communities. Existing research inadequately addresses the design of Russian-language educational activities in East African countries (specifically the Republic of Kenya). The article aims to analyze the functional capabilities of an intercultural model for promoting the Russian language, Russian culture, and the standards of Russian education in the Republic of Kenya. Materials and Methods. The complex theoretical and experimental methodology of the research included an analytical review, systematization and generalization of scientific information, a sociological survey in the form of an online questionnaire and a modelling technique. 167 people – potential students of the Center for Open Education in the Republic of Kenya – participated in the survey. The material of the research included the facts of Russian and Kenyan cultures, whose characteristic features are stability, typification, axiological significance, and the ability to mark national identity. The data were processed using the method of statistical calculation and generalisation. Results. An educational model has been developed, grounded in key principles of intercultural communication theory. The model’s units are cultural patterns – stable, axiologically significant forms of national consciousness and national identity for a specific cultural community. Features unique to the integration of this model into the Kenyan educational landscape have been identified. Factors determining the content of this model have been analyzed, including the use of the Russian language as a means of intercultural dialogue and a tool for educational activities, and reliance on linguocultural manifestations of the mentality of the interacting peoples. Survey data has been obtained to objectify the content of the projected model, aligning it as closely as possible with the needs of Kenyan culture bearers. Discussion and Conclusion. The obtained results solve the problem of organizing educational institutions in a modern multicultural space and promote the standards of Russian education, the Russian language and Russian culture in African countries, particularly in the Republic of Kenya, with the help of an intercultural model of education.