PEDAGOGICAL AND PSYCHOLOGICAL FACTORS IN THE DEVELOPMENT OF INTERCULTURAL COMMUNICATIVE COMPETENCE OF FUTURE ENGLISH TEACHERS
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This article examines pedagogical and psychological factors that influence the development of Intercultural Communicative Competence (ICC) in pre-service English teachers. Effective ICC development relies not only on structured pedagogical interventions but also on learners’ cognitive, affective, and motivational characteristics. The study highlights the interplay between instructional design, experiential engagement, reflective practice, and psychological readiness, including attitudes, empathy, self-efficacy, and motivation. Recommendations are provided for integrating these factors into teacher education programs, emphasizing curriculum design, faculty development, and assessment strategies. The findings underscore the importance of holistic approaches that combine pedagogy and psychology to cultivate culturally competent, reflective, and adaptable educators.
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