Description
The purpose of this study was to determine the features of the development of innovative educational technologies in the context of intercultural communication and to create a model for their integration into the cognitive-communicative space. The research employed structural and functional analysis of educational innovations, cognitive and communicative analysis, modelling, and empirical testing of the model in three educational institutions in Kyrgyzstan, involving 118 respondents of various nationalities. The findings revealed the emergence of a three-level structure of educational innovations within intercultural interaction: immersive technologies that create a sense of cultural presence; adaptive systems based on artificial intelligence that personalise learning by accounting for cultural characteristics; and collaborative platforms that support intercultural dialogue. Adaptive systems capable of identifying culturally influenced cognitive activity patterns were found to be the most effective. Three key cognitive mechanisms for effective information assimilation in a multicultural environment were identified: cross-cultural transfer of cognitive schemes, metacognitive adaptation, and culturally mediated knowledge construction. Four types of communication barriers were defined: linguistic, sociocultural, cognitive, and technological. The proposed integrative model includes four interrelated components – cognitive, communicative, technological, and cultural – interacting at micro-, meso-, and macro levels. Model testing demonstrated significant improvements in cognitive adaptability (by 27.3%), communicative competence (by 32.1%), technological inclusiveness (by 34.8%), and cultural integration. Correlation analysis showed a strong relationship between the development of metacognitive skills and the formation of effective communication practices (r=0.79), as well as between technological inclusiveness and the reduction of cultural stereotypes (r=0.68). The developed model offers a systematic understanding of the interaction between various components of the educational environment, providing a methodological foundation for designing and implementing culturally responsive technological solutions in education.
Keywords: virtual reality, augmented reality, artificial intelligence, metacognitive skills, proculturation, digital literacy.
