Integration of national and cultural peculiarities of the country into the teaching of foreign languages as a factor in the formation of intercultural competence

The integration of national and cultural characteristics into the foreign language learning process plays a pivotal role in developing students’ intercultural competence within the context of educational globalisation. The article analysed theoretical and practical aspects of incorporating Kyrgyzstan’s cultural heritage, traditions, and value orientations into the educational process in higher education institutions. The aim of the research was to identify and experimentally substantiate pedagogical conditions facilitating the effective integration of national and cultural components into foreign language teaching, as well as to assess their impact on the development of students’ intercultural competence. The methodological foundation comprised comparative analysis of scholarly literature, observation of educational practices, and pedagogical experimentation. The study involved 120 students from language and pedagogical specialities, divided into experimental and control groups. During the formative stage, special pedagogical conditions were implemented in the experimental group, including culturally marked texts, interculturally oriented tasks, project-based work, and role-playing exercises. The effectiveness of integration was evaluated using language tests, intercultural communicative competence questionnaires, and adapted cultural intelligence tests. The empirical results obtained demonstrated statistically significant progress in the experimental group. The average level of intercultural competence in this group increased from 28% to 74% (compared to 31% to 36% in the control group). It was established that the use of national and cultural components contributed to enhanced motivation, development of critical thinking, and formation of sustainable value orientations based on the dialogue of cultures. Thus, the research confirmed that systematic integration of national and cultural specificity into foreign language teaching constitutes an effective factor in preparing students for meaningful dialogue in multicultural environments. The data obtained may be applied in curriculum development, creation of methodological materials, and improvement of teacher training, which corresponds to contemporary global trends in language education