FORMATION OF INTERCULTURAL COMPETENCE OF NON-NATIVE SPEAKERS IN THE PROCESS OF LEARNING UKRAINIAN AS A FOREIGN LANGUAGE UNDER WARTIME CONDITIONS (BASED ON THE UKRAINIAN-TURKISH PROJECT)

Abstract

The article explores the formation of intercultural competence among non-native speakers in the process of learning Ukrainian as a foreign language (UFL) under the conditions of the Russo-Ukrainian war, which has significantly impacted the educational process.Employing methods of analyzing scholarly works, generalizing data from official websites of higher education institutions, and observingthe educational process, the authors examine the challenges of distance learning and student adaptation. Key concepts (interculturalcommunication, intercultural linguistic identity, and intercultural competence of non-native speakers) are defined as the foundationof a competence-oriented process implemented through communicative-activity, student-centered, and sociocultural approaches.The wartime conditions exacerbate these processes due to psychological stress, limited access to immersive language environment,and the urgency of adaptation, particularly for learners outside Ukraine.A focal point is the importance of developing academic mobility and scientific-educational partnerships between Ukrainian and foreign universities. Participation of lecturers and students in international academic exchange programs, inter-university projects, and summer schools enhances the formation of intercultural competence for those learning UFL, whether within the cultural-educational environment of Ukrainian universities remotely. Significant value for the development of educational programs at Sumy State Pedagogical University named after A. S. Makarenko (Sumy SPU) is derived from the experience of teaching UFL in foreign universities, particularly Istanbul University (Turkey).The article describes the experience of implementing the inter-university partnership project «Ukrainian as a Foreign Language Without Borders,» initiated by lecturers from Sumy SPU (Ukraine) and Istanbul University (Turkey). The project, focused on cultural-educational and research collaboration, aims to provide practical support to students in developing intercultural competence and toencourage tolerant communication through cross-cultural discussions, workshops, roundtables, and scientific-practical conferences.The organization of the educational process in both universities incorporates interactive methods and informal education, fostering the socialization of non-native speakers.The essence and methodology of the communicative engagement method are outlined, which involves language learning through active immersion in a cultural environment. This approach ensures the organic integration of linguistic and cultural knowledge, transforming the educational process into a space of continuous intercultural interaction. Key components include the use of authentic materials, visualization (videos, presentations), linguocultural commentaries, and modeling of intercultural communication scenarios.The effectiveness of these practices is noted in developing non-native speakers’ ability to apply knowledge of linguistic norms, social roles, and communicative strategies according to specific interaction contexts.A significant role is played by the Ukrainian Cultural Club in Istanbul and extracurricular activities at Sumy SPU, which promote tolerance, empathy, and adaptation to the Ukrainian-speaking environment through participation in international competitionsand cultural initiatives. The conclusion highlights that the formation of intercultural competence among non-native speakers under wartime conditions is achievable through the synergy of academic partnership, cultural dialogue, pedagogical support, and active student engagement in intercultural initiatives.