Didactic Foundations for Developing Intercultural Communicative Competence in Students

This article examines the didactic foundations for developing intercultural communicative competence (ICC) among students in higher education. Drawing on established theoretical models and contemporary pedagogical approaches, the study emphasizes the integration of language and culture, learner-centered methodologies, and the use of authentic materials. Special attention is given to the context of Uzbekistan, where ICC is increasingly recognized as a strategic educational goal. The paper discusses practical strategies, including project-based learning, CLIL, and virtual exchange programs, as well as the challenges of assessment, teacher training, and avoiding stereotypes. Recommendations are provided for enhancing ICC development at the institutional and policy levels.