HOW INTERCULTURAL COMMUNICATION SKILLS DEVELOP IN FUTURE MANAGERS IN THE PEDAGOGICAL SYSTEM AND THE RESULTS OF ITS IMPLEMENTATION

The article presents an integrated pedagogical system for developing future managers’ intercultural communication skills through foreign-language training based on a multilingual approach and reports evidence from its quasi-experimental evaluation. The system comprises six functional blocks and four implementation stages: motivational-diagnostic, analytical-training, operational-integrative, and reflective-transfer. The study was conducted from 2023 to 2026. The sample included 546 bachelor’s students in management: 262 in the control group and 284 in the experimental group. Intact academic groups were used without random allocation, and anonymous pre- and post-intervention datasets were analyzed as independent-samples designs. Ten indicators assessed cultural self-awareness, multifactor interpretation, critical treatment of stereotypes, action under ambiguity, emotional self-regulation, active listening, clarification and summarising, message adaptation, mediation, and digital-multilingual flexibility. No statistically significant initial differences were found across the ten indicators. After implementation, the experimental group outperformed the control group on every indicator. The overall descriptive mean increased from 4.83 to 7.82 in the experimental group and from 4.82 to 4.84 in the control group. The largest effects concerned message adaptation (δ = .903), mediation (δ = .877), digital-multilingual flexibility (δ = .862), and clarification of meanings (δ = .842). The evidence supports the pedagogical relevance of operationalization, professionally problematic tasks, multilingual mediation, reflective revision, and variable repetition. Because individual records were not paired, the findings demonstrate group-level differences rather than verified individual developmental trajectories.