ASSESSING THE LEVEL OF THE FORMATION OF FUTURE ECONOMISTS INTERCULTURAL COMPETENCE AT THE LESSONS OF ENGLISH

The necessity for a high level of intercultural competence among future economists is increasingly recognized as a critical factor for enhancing productivity in a globalized economy. Effective interaction with international partners, clients, and stakeholders relies on more than just technical expertise; it demands an understanding of diverse cultural contexts, communication styles, and business practices. Within the curriculum for future economists, the development of intercultural competence is essential and should be integrated into various subjects, particularly during English language instruction, which serves as a vital platform for cultivating these skills. This article analyzes the issue of developing intercultural competence among future economists, emphasizing the significance of English language proficiency as a primary means of communication in the international business environment. In contemporary conditions, economists constantly engage with global counterparts, requiring not only knowledge of professional terminology but also a deep understanding of the cultural norms and values of different countries. The main objective of the study is to assess the level of intercultural competence among students during English language classes. Assessing this competence is crucial for identifying gaps in knowledge and skills, guiding curriculum development, and ensuring that graduates are equipped to navigate complex intercultural interactions effectively. The research employs various measurement methods, including surveys, testing, observation, case studies, role-playing games, and reflection diaries. Surveys provide quantitative data on students’ self-perceptions and attitudes towards cultural differences, while testing assesses their theoretical knowledge and understanding of intercultural concepts. Observation allows for real-time assessment of students' interactions in diverse settings, offering insights into their practical application of intercultural skills. Case studies present realistic scenarios that challenge students to analyze and respond to complex cultural situations, enhancing critical thinking. Role-playing games facilitate experiential learning by simulating intercultural interactions, thereby improving students' communication and negotiation skills. Finally, reflection diaries encourage students to critically evaluate their experiences and growth in intercultural competence, fostering self-awareness and continuous improvement. The findings indicate a positive impact of interactive teaching methods on the development of intercultural competence, highlighting that these methods not only enhance immediate learning outcomes but also lay the groundwork for the continuous development of these skills throughout students' professional lives. By engaging in varied assessment techniques, future economists cultivate a deeper understanding of intercultural dynamics, enabling them to adapt to diverse environments and improve their effectiveness in international settings. The integration of these methods into the curriculum proves invaluable, equipping students with the tools necessary for lifelong learning and success in an interconnected global economy. Prospects for further research in this area include exploring the long-term effects of intercultural competence training on career success and adaptability in various sectors of their professional activity.  Additionally, future studies could examine how different cultural contexts influence the effectiveness of specific teaching methods, allowing for a more tailored approach to curriculum development. By expanding the scope of research, educators can better understand and implement strategies that foster intercultural competence, ultimately preparing future economists for the complexities of the global marketplace.