3
CHAPTER 1
CHAPTER 1
DOI: 10.15587/978-617-8360-16-0.CH1
Olena Nagache ska, Ve onika Dmy uk, Ma iia Voloshyn,
Lesia Myklash, Olena Fuchyla, Halyna Kolesnyk
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
Ad ancing In e cul u al Communica i e Compe ence
in Fu u e Specialis s in IT and Compu e Science:
De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
Abs ac
This chap e examines he c i ical impo ance o ad ancing in e cul u al communica i e com-
pe ence (ICC) among u u e specialis s in IT and compu e science, add essing he challenges
posed by inc easing globaliza ion and Uk aine’s in eg a ion in o he Eu opean economic and cul u al
landscape. In e cul u al communica i e compe ence is concep ualized as a dynamic in e play o
knowledge, skills, a i udes, and beha io s ha enable e ec i e, espec ul communica ion and
collabo a ion ac oss di e se cul u al se ings. I ep esen s a undamen al p e equisi e o p o-
essionals engaged in in e na ional eams, na iga ing c oss-cul u al business en i onmen s, and
con ibu ing o he global digi al economy.
The ele ance o ICC o Uk ainian s uden s, pa icula ly in echnical ields, is unde sco ed by
he con ex o Uk aine’s in eg a ion in o he Eu opean Union and he demands o he mul icul u al
wo kplace. A comp ehensi e needs analysis conduc ed wi h 136 1s - and 2nd-yea s uden s om
L i Poly echnic Na ional Uni e si y e ealed signi ican gaps in hei con idence and p epa ed-
ness o c oss-cul u al communica ion, he eby highligh ing he necessi y o a ge ed educa-
ional in e en ions.
In esponse o hese indings, he cou se “Na iga ing Cul u al Di e si y: E ec i e Business
Communica ion in he Eu opean Economic Landscape” was de eloped o add ess hese speci ic
gaps. This inno a i e p og am combines heo e ical ounda ions wi h p ac ical applica ions, aiming
o enhance s uden s’ cul u al awa eness, mul ilingual capabili ies, and in e cul u al communica ion
skills. The cu iculum ea u es lec u es, wo kshops, educa ional ques s, and ound- able discus-
sions, employing in e ac i e and expe ien ial lea ning me hodologies. P ac ical componen s such
as case s udies, ole-playing exe cises, and simula ions equip s uden s o e ec i ely manage e-
al-wo ld mul icul u al scena ios.
P elimina y ou comes indica e measu able imp o emen s in s uden s’ cul u al sensi i i y,
adap abili y, and con idence in p o essional in e cul u al communica ion. By b idging he di ide
be ween echnical expe ise and in e cul u al compe ence, he cou se p o ides s uden s wi h
essen ial ools o h i ing in in e na ional eams and collabo a i e p ojec s.
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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 1
This chap e concludes by emphasizing he impe a i e o embedding ICC in o highe educa ion
cu icula, pa icula ly o echnical disciplines such as IT and compu e science. I ad oca es o
ongoing e inemen and b oade implemen a ion o such cou ses o align wi h he e ol ing demands
o he global economy.
KEYWORDS
In e cul u al communica i e compe ence, cul u al di e si y, c oss-cul u al communica ion,
cul u al awa eness, English o Speci ic Pu poses, p o essional adap abili y, mul ilingualism, global
wo k o ce, cu iculum de elopmen .
The in eg a ion o Uk aine in o he Eu opean Union and he b oade p ocesses o globaliza ion
ha e highligh ed he necessi y o p epa ing u u e specialis s, pa icula ly in IT and compu e
science, o e ec i e communica ion wi hin he mul icul u al Eu opean economic landscape. As
Uk aine s i es o g ea e in e na ional in eg a ion and i s s uden s seek o become compe i i e
in he global labo ma ke , enhancing in e cul u al communica i e compe ence (ICC) has become
an essen ial pa o hei educa ion. This compe ence is c i ical no only in mas e ing echnical and
p o essional knowledge bu also in he abili y o in e ac e ec i ely wi h pee s, colleagues, and
clien s om di e se cul u al backg ounds. The de elopmen o his compe ence has hus become
a key p io i y in highe educa ion, especially o u u e specialis s in IT and compu e science,
who will be inc easingly called upon o wo k in in e na ional eams and deal wi h c oss-cul u-
al challenges.
Globaliza ion has ans o med he na u e o communica ion, making in e cul u al in e ac ions
indispensable in p o essional se ings. The ise o in e na ional business ela ions, coupled wi h he
inc eased mobili y o p o essionals ac oss bo de s, equi es specialis s no only o be linguis ically
compe en bu also cul u ally awa e. In e cul u al communica ion s udies emphasize he impo -
ance o unde s anding cul u al di e ences and he s a egies needed o b idge gaps be ween
indi iduals om di e se cul u al backg ounds. In his con ex , e ec i e communica ion is no longe
solely abou luency in a o eign language bu also abou he abili y o na iga e cul u al nuances,
a oid misunde s andings, and os e mu ually bene icial ela ionships.
1.1 The ele ance o esea ch on ad ancing in e cul u al communica i e
compe ence and he de elopmen o he "Na iga ing Cul u al Di e si y" cou se
The g owing need o in e cul u al communica i e compe ence in he global wo kplace unde -
sco es he impo ance o in eg a ing such skills in o he cu iculum o highe educa ion ins i u-
ions, pa icula ly o s uden s in ields like IT and compu e science. T adi ionally, educa ion in
5
chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
in IT and Compu e Science: De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
hese ields has been ocused on echnical expe ise, wi h li le emphasis on he de elopmen o
so skills such as communica ion. Howe e , as he global job ma ke becomes mo e in e con-
nec ed, he abili y o communica e e ec i ely in mul icul u al en i onmen s has become jus as
c ucial as echnical skills.
The esea ch has shown ha s uden s in non-linguis ic ields, including hose a L i Poly ech-
nic Na ional Uni e si y (LPNU), ace a signi ican gap in hei abili y o in e ac wi h colleagues
om di e se cul u al backg ounds. A su ey o 136 s uden s ac oss disciplines such as compu e
science, enginee ing, and economics e ealed ha 87% o esponden s el uncom o able com-
munica ing wi h colleagues om di e en cul u al con ex s.
This gap in in e cul u al communica i e compe ence highligh s he u gen need o special-
ized cou ses, such as he “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he
Eu opean Economic Landscape” cou se, which he au ho s o his a icle ha e de eloped speci -
ically o add ess hese needs and equip s uden s wi h he necessa y in e cul u al communica-
ion skills.
The signi icance o such cou ses lies in hei abili y o equip s uden s wi h he knowledge, skills,
and a i udes necessa y o success ul in e cul u al communica ion. This is pa icula ly ele an in
he con ex o English o Speci ic Pu poses (ESP) cou ses, whe e he ocus has adi ionally been
on language p o iciency in speci ic p o essional con ex s. While ESP cou ses o IT and compu e
science s uden s ha e ocused p ima ily on echnical language skills, hey mus e ol e o include
in e cul u al communica ion s a egies. As By am sugges s, lea ne s mus no only unde s and a
o eign cul u e om an ex e nal pe spec i e bu also expe ience i om wi hin [1]. This holis ic
app oach enables s uden s o de elop he necessa y cul u al awa eness o in e ac e ec i ely in
a globalized wo k en i onmen .
The cou se “Na iga ing Cul u al Di e si y” aims o add ess his need by p o iding s uden s wi h
he ools o unde s and cul u al di e ences, adap hei communica ion s yles, and build s onge
p o essional ela ionships in he Eu opean and global economic landscape. By in eg a ing in e cul-
u al communica ion in o ESP ins uc ion, he cou se no only enhances language p o iciency bu
also p epa es s uden s o succeed in an inc easingly mul icul u al and in e connec ed job ma ke .
This p ojec ep esen s a c ucial s ep in enhancing he p o essional compe encies o u u e spe-
cialis s in IT and compu e science, ensu ing ha hey a e no only echnically p o icien bu also
cul u ally adep in hei p o essional in e ac ions.
The e o e, he in eg a ion o in e cul u al communica i e compe ence in o he educa ion o
u u e specialis s in IT and compu e science is no longe op ional bu a necessi y. As he p o es-
sional wo ld becomes mo e globalized and in e connec ed, he abili y o na iga e cul u al di e si y
is a c i ical skill.
By de eloping and implemen ing specialized cou ses like “Na iga ing Cul u al Di e si y: E ec-
i e Business Communica ion in he Eu opean Economic Landscape”, we can ensu e ha s uden s
a e no only equipped wi h he echnical skills needed o success bu also he cul u al awa eness
equi ed o h i e in a di e se, in e na ional en i onmen .
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CHAPTER 1
1.2 Li e a u e e iew and de ini ions o key concep s
A p ima y objec i e o na ional educa ion e o m is he adop ion o a compe ence-based ap-
p oach and he cul i a ion o p o essional o eign language communica i e compe ence (PFLCC)
in he aining o highe educa ion p o essionals. Achie ing his objec i e and i s associa ed asks
necessi a es mul idisciplina y in eg a ion and he ac i e in ol emen o employe s. Employe s can
wo k collabo a i ely wi h uni e si ies o de ine explici c i e ia o educa ional ou comes, ensu ing
ha g adua es a e well-equipped o he p o essional a ena.
Fo eign language communica i e compe ence (FLCC) enables enhanced in e ac ion, p o ession-
al communica ion, and collabo a ion a a ious le els wi h specialis s om di e en coun ies. This
exchange o expe iences os e s p o essional and scien i ic sel -de elopmen and sel - ealiza ion,
pa icula ly in he con ex o globaliza ion and especially wi hin he business sec o .
We posi ha he ole o a o eign language as a ool o de eloping u u e specialis s’ p o es-
sional communica ion compe ence can be e ec i ely ha nessed a highe educa ion ins i u ions. This
can be accomplished h ough he ins i u ion’s o e sigh o he en i e educa ional p ocess, cu icu-
lum con en , and a clea p o essional ocus. Addi ionally, he me hods o deli e ing his in o ma ion,
ypes o eache -s uden in e ac ions, and s uden engagemen in he educa ional p ocess a e c i -
ical. Concu en ly, a aining a long- e m s a egic goal, such as a specialis ’s p o essional ad ance-
men , is acili a ed by achie ing sho - e m ac ical goals, such as mas e ing a o eign language.
The schola ly explo a ion o in e cul u al communica ion began wi h he publica ion o E. Hall
and G. T age ’s book “The Analysis o Cul u e” in 1953, ma king he onse o his ield as an aca-
demic discipline [2]. E. Hall and G. T age we e he i s o in oduce he e m “in e cul u al com-
munica ion”, aming i as a dis inc a ea o in e pe sonal ela ionships. This concep was u he
de eloped in E. Hall’s in luen ial wo k “The Silen Language”, whe e he p o ided a comp ehensi e
de ini ion o in e cul u al communica ion [3]. Hall and his colleagues a he Fo eign Se ice Ins i u e
in he ea ly 1950s a e widely ega ded as he pionee s o in e cul u al communica ion, es ablishing
he ounda ional amewo k o his a ea o s udy. Hall emphasized he challenges in in e cul u al
communica ion, poin ing ou ha “di icul ies in in e cul u al communica ion a e a ely seen o
wha hey a e”. He sugges ed ha when indi iduals om di e en cul u es ail o unde s and one
ano he , hey end o blame i on “ hose o eigne s” o a ibu e i o incompe ence, decep ion, o
i a ionali y. He encou aged eade s o “ ake se iously he cul u es o o he s” in o de o be e
unde s and hemsel es and hei own cul u al biases [3].
In 1990, K. Knapp and A. Knapp-Po ho de ined in e cul u al compe ence as a “complex o
analy ical and s a egic abili ies ha expand he in e p e a i e spec um o an indi idual in he
p ocess o in e pe sonal in e ac ion wi h ep esen a i es o o he cul u es” [4]. This no ion unde -
sco es he impo ance o de eloping a mul i ace ed skill se ha enhances an indi idual’s capaci y
o engage e ec i ely wi h people om di e en cul u al backg ounds. C. Sinic ope, J. No is, and
Yu. Wa anabe u he emphasized ha in e cul u al compe ence enables indi iduals o engage in
e ec i e communica ion wi h in e locu o s om o he cul u es [5].
7
chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
in IT and Compu e Science: De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
M. Benne expanded on his concep by explo ing he in e nal p og ession o s uden s as hey
mo e om e hnocen ism o e hno ela i ism, which ep esen s a shi om iewing o he cul u es
h ough he lens o one’s own o a mo e open and compa a i e app oach o unde s anding di e se
cul u al con ex s. Such shi s a e c ucial o de eloping in e cul u al compe ence, as hey enable
indi iduals o ecognize and app ecia e cul u al di e ences [6].
Resea che s such as N. Vo chas a, I. Kozlo ska, M. Opachko, M. Paikush, and O. S echke ych
a gue ha he aining o compe en specialis s should be based on an ac i i y app oach. This ap-
p oach in ol es simula ing eal-wo ld unc ional asks and p o essional scena ios, allowing s uden s
o apply hei knowledge and expe ience in con ex . Acco ding o hese schola s, compe ence is
no me ely heo e ical knowledge bu he abili y o apply ha knowledge e ec i ely in a ious
si ua ions [7].
The concep o in e cul u al communica ion has been u he explo ed by schola s such as
T. An oshchenko and D. Ko ei [8], Z. Bakum, O. Palchyko a and S. Kos iuk [9], L. Maksym-
chuk [10], who ocus on he challenges o communica ion be ween di e en cul u al g oups. O. Ne-
zhi a highligh s ha in e cul u al communica ion occu s when indi iduals in e ac in con ex s ha
di e signi ican ly om hei own cul u al no ms, emphasizing i s impo ance in de e mining he
success o ailu e o a communica ion e en [11]. As O. Nezhi a sugges s, he p ima y objec i e o
in e cul u al communica ion is he de elopmen o bo h in e cul u al and communica i e compe en-
cies, essen ial o b idging cul u al di ides in p o essional se ings [11].
One o he mos in luen ial models o in e cul u al communica i e compe ence comes om
M. By am and M. Wagne , who p oposed a mul idimensional amewo k ha in eg a es knowl-
edge, alues, and skills as key componen s o e ec i e in e cul u al in e ac ion [12]. Acco ding o
M. By am, he i e essen ial componen s o in e cul u al communica i e compe ence a e:
1. A i udes: o example, cu iosi y and open-mindedness owa ds o he cul u es.
2. Knowledge: unde s anding social g oups, his o ical backg ounds, and con ex ual knowledge
ela ed o communica ion.
3. Skills o in e p e ing and ela ing: he abili y o unde s and and in e p e documen s and
symbols om o he cul u es.
4. Skills o disco e ing and in e ac ing: he capaci y o acqui e new knowledge abou o he
cul u es and adap acco dingly.
5. C i ical cul u al awa eness: he abili y o c i ically assess one’s own and o eign cul u es,
unde s anding hei in luence on communica ion p ac ices [1, 12].
Acco ding o B. McSweeney, esea che s such as A. T ompenaa s, G. Ho s ede, and T. Hall
u he explo ed he s uc u e o cul u e, di e en ia ing be ween isible, ex e nal aspec s such as
language, i uals, and adi ions, and he hidden dimensions o cul u e, which include alues, no ms,
and li e a i udes. In e cul u al communica ion, hey a gue, in ol es he exchange o messages
guided by bo h isible and in isible cul u al elemen s [13].
O. Topchiy discusses he linguis ic code as a c ucial componen o cul u e, no ing i s ole
in shaping a pe son’s wo ld iew and men ali y. O. Topchiy also highligh s he impo ance o
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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 1
unde s anding cul u al ypologies o p e en misunde s andings du ing communica ion. Fo in-
s ance, low-con ex communica ion, common in English-speaking na ions, ocuses on he explic-
i ness o language, while high-con ex communica ion, p e alen in Eas e n Eu ope, Asia, and he
Eas , places a g ea e emphasis on emo ionali y and collec i e awa eness [14].
O. Topchiy also iden i ies i e models o in e cul u al communica ion in he p ocess o cul u al
incul u a ion: in eg a ion, assimila ion, sepa a ism, and ma ginaliza ion. These models de-
sc ibe he ways in which indi iduals o g oups in e ac wi h and adap o di e en cul u es, anging
om ull assimila ion o he ejec ion o cul u al exchange [14].
T. B ani ska a gues ha in e cul u al compe ence is c ucial o enhancing p o essional com-
pe i i eness, ha monizing ela ionships be ween di e en cul u al g oups, and os e ing social co-
hesion in mul icul u al en i onmen s. She iden i ies h ee key componen s o in e cul u al compe-
ence: alue-cogni i e, mo i a ional, and ac ion componen s [15]. This pe spec i e aligns wi h
he b oade iew ha in e cul u al compe ence is a complex p ocess in ol ing knowledge, skills,
and a i udes.
Acco ding o O.-A. Illie (2019), in e cul u al compe ence is buil h ough knowledge o cul u al
alues and no ms, as well as skills in obse ing, analyzing, and in e p e ing beha io s and a i udes
in in e cul u al con ex s. A i udes such as espec , openness, and cu iosi y a e essen ial o na i-
ga ing in e cul u al in e ac ions e ec i ely [16]. This holis ic app oach o compe ence emphasizes
he need o indi iduals o no only unde s and di e en cul u es bu also o engage wi h hem
empa he ically and cons uc i ely.
M. By am’s app oach o o eign language lea ning ein o ces his idea, a guing ha lea ning
a language is no jus abou mas e ing g amma and ocabula y bu also abou unde s anding and
in eg a ing cul u al knowledge. He sugges s ha s uden s mus lea n o li e and wo k in wo
cul u es, ac ing as media o s be ween hem and u ilizing he in e cul u al skills hey de elop [12].
In he con ex o p o essional aining o u u e specialis s in ields like IT and compu e sci-
ence, in e cul u al communica i e compe ence is essen ial o success in he global wo k o ce. I is
a quali y o med h ough educa ion, socializa ion, and di ec communica ion wi h people om o he
cul u es. Compe ence in in e cul u al communica ion enables indi iduals o ecognize and adap
o cul u al di e ences, a oid misunde s andings, and build e ec i e communica ion s a egies in
di e se p o essional en i onmen s.
Finally, in he domain o “English o Speci ic Pu poses” (ESP), he impo ance o in e cul u al
communica i e compe ence is inc easingly ecognized. ESP cou ses, pa icula ly hose ela ed o IT
and compu e science, ocus on equipping s uden s wi h he language skills necessa y o p o es-
sional success in hei espec i e ields. T. Hu chinson e al. de ine ESP as an app oach o language
eaching ha is di ec ly ied o he lea ne s’ speci ic goals, emphasizing p ac ical language skills
o e gene al language p o iciency [17].
Howe e , as T. Dudley-E ans poin s ou , ESP also equi es a nuanced unde s anding o he
cul u al and communica i e con ex s in which he language will be used [18]. This ecogni ion has
led o he in eg a ion o in e cul u al communica i e compe ence in o ESP cu icula, pa icula ly
9
chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
in IT and Compu e Science: De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
in cou ses like “Na iga ing Cul u al Di e si y”, which aim o p epa e s uden s o he mul icul u al
demands o he global job ma ke .
In conclusion, we asse ha in e cul u al communica i e compe ence is an essen ial and
mul i ace ed skill se , i al no only o p o essionals ac oss a ious ields bu especially o hose
specializing in IT and compu e science. In my iew, i in ol es mo e han jus an unde s anding o
cul u al di e ences – i equi es he abili y o communica e e ec i ely ac oss cul u al bounda ies.
This skill is indispensable o u u e specialis s who aim o succeed in he globalized, mul icul u al
p o essional landscape ha cha ac e izes oday’s in e connec ed wo ld.
As pa o his esea ch, he s udy d aws on he wo k o O. Nagache ska, and B. Kushka, i led
“In e cul u al Communica ion and In e cul u al Communica i e Compe ence o Unde g adua es
Lea ning Business English” [19]. Thei indings we e ins umen al in shaping he cu iculum o he
cou se “Na iga ing Cul u al Di e si y”, ensu ing ha i no only add esses language p o iciency in
a p o essional en i onmen bu also os e s he de elopmen o in e cul u al communica i e com-
pe ence among s uden s. This inclusion o in e cul u al communica ion elemen s is key o equipping
s uden s wi h he necessa y compe encies o na iga e cul u al di e ences in hei u u e p o es-
sional ca ee s.
The de elopmen o in e cul u al communica i e compe ence o s uden s in IT and compu e
science is, in my opinion, a c i ical aspec o hei p epa a ion o he global wo k o ce. Schola s
like M. By am, T. Hall, and M. Benne ha e consis en ly highligh ed ha in e cul u al compe ence
includes no only he knowledge and skills needed o na iga e cul u al di e ences bu also he
a i udes and beha io s ha acili a e e ec i e c oss-cul u al communica ion. I is he abili y o
unde s and, adap o, and engage wi h cul u al nuances ha makes his compe ence pa icula ly
impo an o IT and compu e science p o essionals. The e o e, we belie e ha os e ing such
skills is essen ial o s uden s in hese ields o h i e in in e na ional se ings, whe e espec o
di e se pe spec i es and e ec i e communica ion s a egies a e pa amoun .
The cou se “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean
Economic Landscape” di ec ly add esses his need by equipping s uden s wi h he necessa y skills
and knowledge o communica e compe en ly in mul icul u al Eu opean business en i onmen s. In
my pe spec i e, he cou se’s dual ocus on bo h heo e ical unde s anding and p ac ical applica ion
wi hin he con ex o IT and compu e science c ea es a comp ehensi e amewo k o de eloping
s uden s’ in e cul u al compe ence. This aligns wi h b oade educa ional objec i es, pa icula ly
he aim o os e ing esponsible, e hical global ci izens who can e ec i ely na iga e he cul u al
complexi ies o he Eu opean Union and beyond.
We belie e ha his cou se goes beyond he adi ional scope o English o Speci ic Pu poses
(ESP) cou ses, which ypically ocus on language p o iciency. By in eg a ing essen ial elemen s o
in e cul u al communica ion, he cou se o e s a mo e holis ic app oach o p epa ing s uden s o
he demands o oday’s global economy. I helps s uden s unde s and Eu opean alues, communi-
ca ion s yles, and cul u al di e ences, which in u n shapes hei business p ac ices. Fo u u e
IT and compu e science p o essionals, his p epa a ion is indispensable. As hese p o essionals
10
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 1
inc easingly wo k in in e na ional eams, collabo a e wi h colleagues om di e se cul u al back-
g ounds, and engage wi h clien s and pa ne s om a ious cul u al con ex s, he abili y o com-
munica e ac oss cul u es becomes c ucial o hei success.
Th ough his p ojec , we aim o b idge he gap be ween echnical expe ise and cul u al com-
pe ence. My goal is o ensu e ha u u e specialis s in IT and compu e science a e no only
p o icien in hei echnical ields bu a e also equipped wi h he in e cul u al communica ion skills
necessa y o success in he mul icul u al and in e connec ed Eu opean economic landscape. This
cou se is designed o enhance s uden s’ c i ical hinking, empa hy, and adap abili y – key quali ies
ha will empowe hem o na iga e he challenges o c oss-cul u al communica ion and con ibu e
meaning ully o he global digi al economy.
1.3 Objec i es and ocus o he esea ch
The p ima y goal o his esea ch is o explo e he c i ical ole o ad ancing in e cul u al com-
munica i e compe ence (ICC) in u u e specialis s in IT and compu e science. Speci ically, he
esea ch in es iga es he p ocess by which unde g adua es acqui e in e cul u al communica i e
compe ence and he cons i uen skills equi ed o e ec i e p o essional ac i i y in globalized en-
i onmen s. A cen al ocus is placed on he de elopmen and implemen a ion o he cou se “Na i-
ga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic Landscape”,
designed o mee he g owing demand o in e cul u al communica ion skills in he Eu opean
job ma ke .
The subjec ma e o his s udy is he in eg a ion o in e cul u al communica ion in o he
cu iculum o IT and compu e science s uden s, pa icula ly h ough ESP (English o Speci ic
Pu poses) cou ses. These cou ses a e in ended o equip s uden s wi h he skills necessa y o
communica e e ec i ely in di e se Eu opean business en i onmen s, emphasizing he impo ance
o in e cul u al sensi i i y and unde s anding.
The esea ch in ol es bo h heo e ical and me hodological componen s o designing and imple-
men ing a cou se ha inco po a es in e cul u al communica ion in o he con ex o IT and compu -
e science educa ion.
The objec i es o he “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he
Eu opean Economic Landscape” cou se a e as ollows:
1. Gene al objec i es:
– o empowe s uden s o b idge cul u al di ides and communica e e ec i ely in di e se Eu o-
pean business se ings;
– o cul i a e a p o ound unde s anding o co e Eu opean alues, emphasizing espec o
cul u al nuances, ole ance, and e hical conduc ;
– o p epa e s uden s o h i ing ca ee s in he globalized Eu opean economy, whe e in e cul-
u al communica ion is a pi o al skill.
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2. Speci ic objec i es:
– o expand LPNU s uden s’ awa eness o cul u al dis inc ions ele an o Eu opean business
communica ion;
– o nu u e s uden s’ c i ical hinking abili ies by analyzing di e se pe spec i es and commu-
nica ion s yles;
– o ele a e s uden s’ unde s anding o how cul u al alues shape business p ac ices and
e hical conside a ions;
– o os e s uden s’ in e cul u al sensi i i y and cul i a e empa hy o a ious cul u al back-
g ounds;
– o p omo e ole ance and espec o cul u al di e si y wi hin he p o essional en i onmen ;
– o inspi e s uden s o become esponsible and e hical global ci izens;
– o e ine s uden s’ abili y o adap hei communica ion s yle o di e en audiences and
si ua ions;
– o equip s uden s wi h impac ul e bal and non e bal communica ion skills o c oss-cul u al
in e ac ions.
3. Assessmen objec i es:
– o e alua e s uden s’ g asp o key concep s in in e cul u al communica ion and Eu opean
alues;
– o analyze s uden s’ abili y o disce n and in e p e cul u al nuances in communica ion;
– o measu e s uden s’ p og ess in de eloping e ec i e c oss-cul u al communica ion skills;
– o assess he cou se’s impac on s uden s’ a i udes owa ds cul u al di e si y and e hical
business p ac ices.
4. Dissemina ion objec i es:
– o dissemina e he knowledge and bes p ac ices acqui ed in he cou se o he b oade
academic communi y and business p o essionals;
– o heigh en awa eness o he c i ical ole o in e cul u al communica ion in he Eu opean
economic landscape;
– o showcase he E asmus+ p og am’s impac on in e na ional educa ion and unde s anding.
The p ojec o he cou se “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in
he Eu opean Economic Landscape” is designed as a comp ehensi e ini ia i e o os e mul icul u al
business communica ion skills among Uk ainian s uden s and g adua es, pa icula ly hose pu suing
echnical, compu e science, and enginee ing special ies a L i Poly echnic Na ional Uni e si y. This
p ojec ex ends i s scope beyond academia, a ge ing high school s uden s, eache s, and p o es-
sionals om a ious sec o s, including en e p ises, o ganiza ions, ci il socie y, and he gene al public.
Spanning one yea , he cou se o e s 180 hou s o ins uc ion o e h ee yea s, wi h s uden s
om di e se academic backg ounds, including IT, compu e science, and enginee ing, pa icipa ing
in specialized modules. The lagship cou se p o ides pa icipan s wi h essen ial skills o na iga e he
cul u al in icacies o he Eu opean Union, emphasizing he impo ance o in e cul u al communica-
ion o success ul business in e ac ions in he Eu opean economic landscape.
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– in e ac i e modules: co e ing Eu opean cul u al alues, business e ique e, and s a egies
o e ec i e communica ion in mul icul u al se ings;
– p ac ical lea ning ac i i ies: simula ions, ole-playing exe cises, and case s udies ha
e lec eal-wo ld scena ios;
– comp ehensi e deli e y: a blended o ma combining online lec u es, wo kshops, and
in-pe son semina s o an engaging lea ning expe ience;
– engagemen beyond academia: open lec u es, wo kshops, and con e ences in ol ing ep-
esen a i es om public o ganiza ions and businesses.
An icipa ed ou comes:
– imp o ed con idence in c oss-cul u al communica ion, wi h a 25% inc ease measu ed
h ough p e- and pos -cou se assessmen s;
– enhanced knowledge o Eu opean cul u al no ms, a ge ing a 30% imp o emen based on
quiz sco es;
– g ea e applica ion o Eu opean business communica ion s anda ds, wi h a 20% inc ease in
simula ed scena io pe o mance;
– inc eased c i ical hinking capabili ies in mul icul u al business con ex s, e lec ed in a 15%
imp o emen in assessmen sco es.
As demons a ed by he needs analysis, his cou se is speci ically designed o add ess iden-
i ied gaps in in e cul u al communica ion skills, equipping LPNU s uden s wi h he compe encies
needed o gain a compe i i e ad an age in he in e na ional job ma ke . By emphasizing c i ical
hinking, empa hy, and cul u al awa eness, he cou se no only p epa es s uden s o p o essional
success bu also enhances hei capaci y o collabo a e e ec i ely in mul icul u al en i onmen s.
1.4.3 Concep and me hodology o e iew
The “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic
Landscape” cou se is buil on a ca e ully designed concep and me hodology aimed a add essing
he c i ical need o in e cul u al communica ion skills wi hin he amewo k o sus ainable Eu o-
pean business p ac ices. The cou se adop s a lea ne -cen ic app oach ha ca e s o he di e se
academic and p o essional backg ounds o i s pa icipan s. By in e wea ing e ec i e communi-
ca ion, cul u al unde s anding, and sus ainabili y, i c ea es an inclusi e and adap able lea ning
en i onmen , empowe ing s uden s o succeed in mul icul u al p o essional se ings.
Lea ning hou s and ou comes.
The p og am spans h ee yea s, o e ing a o al o 300 eaching hou s annually. This includes:
– 100 hou s pe yea dedica ed o lec u es and p ac ical classes o planned s uden g oups
om L i Poly echnic Na ional Uni e si y (LPNU);
– open lec u es and semina s designed o pa icipan s om o he educa ional ins i u ions,
businesses, and public o ganiza ions, p omo ing b oade engagemen and inclusi i y.
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The cou se s uc u e encompasses 120 hou s o ins uc ion annually:
– 20 hou s o lec u es;
– 22 hou s o p ac ical classes;
– 78 hou s o independen wo k, including esea ch, assignmen s, and collabo a i e p ojec s
o os e a well- ounded educa ional expe ience.
Lec u es, semina s, wo kshops, and aining sessions a e conduc ed by expe ienced associa e
p o esso s om he Depa men o Fo eign Languages a LPNU, including O. Nagache ska, M. Vo-
loshyn, G. Kolesnyk, L. Myklash, O. Fuchyla, and V. Dmy uk. To enhance accessibili y and lexibili y,
he cou se is o e ed h ough a “Vi ual Educa ional En i onmen ” (VEE) i led “Na iga ing Eu opean
Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic Landscape”.
Guiding p inciples o he me hodology:
1. Lea ne -cen ic app oach: ecognizing he unique needs o s uden s om non-linguis ic
acul ies, he cou se ailo s i s cu iculum o align wi h hei speci ic academic and p o essional
aspi a ions. G ounded in a comp ehensi e needs analysis, he cu iculum b idges he gap be ween
echnical expe ise and e ec i e communica ion in mul icul u al business con ex s.
2. Adap i e cu iculum design: he dynamic na u e o business communica ion is e lec ed
in he cou se’s design. Regula eedback loops and i e a i e e alua ions ensu e ha he cu iculum
e ol es in line wi h eme ging ends and he needs o i s pa icipan s, main aining i s ele ance and
educa ional impac .
3. In eg a ion o mode n communica ion ools: acknowledging he impo ance o digi al
p o iciency, he cou se inco po a es cu ing-edge communica ion ools and pla o ms. This equips
s uden s wi h he skills o na iga e bo h adi ional and digi al communica ion channels e ec i ely,
p epa ing hem o he eali ies o mode n p o essional en i onmen s.
4. Mul idisciplina y collabo a ion: he cou se mi o s he collabo a i e na u e o con empo-
a y wo kplaces by os e ing eamwo k among s uden s om di e se academic disciplines. G oup
p ojec s and in e disciplina y asks simula e eal-wo ld p o essional scena ios, enhancing adap abil-
i y and c oss-disciplina y unde s anding.
5. Sus ainabili y in eg a ion: sus ainabili y is embedded as a co e p inciple o he cu iculum.
By wea ing e hical and sus ainable p ac ices in o communica ion aining, he cou se p epa es
s uden s o na iga e he global business landscape esponsibly while con ibu ing o a sus ainable
u u e.
Alignmen wi h cou se objec i es.
The me hodology aligns closely wi h he o e a ching objec i es o he cou se:
– os e ing mul idisciplina y and sus ainable skills: e hical and sus ainable p inciples a e
seamlessly in eg a ed wi h communica ion aining, ensu ing ha g adua es a e p epa ed o excel
in he demanding Eu opean business en i onmen ;
– enhancing unde s anding o Eu opean business p ac ices: h ough case s udies, gues
lec u es, and simula ions, he cou se p o ides p ac ical insigh s in o cul u al nuances and commu-
nica ion s a egies ele an o he Eu opean con ex ;
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– boos ing sus ainable employabili y: by equipping g adua es wi h bo h echnical and in e -
cul u al communica ion skills, he cou se enhances hei ca ee p ospec s wi hin he sus ainable
Eu opean business landscape.
Flexibili y and eal-wo ld applica ion.
The me hodology’s inhe en lexibili y ensu es i s con inued ele ance in an e e -changing p o-
essional landscape. Regula upda es o cou se con en , combined wi h in e ac i e wo kshops,
indus y alks, and ne wo king oppo uni ies, b idge he gap be ween heo e ical knowledge and
p ac ical applica ion. This dynamic app oach enables s uden s o acqui e he skills and expe ience
needed o h i e in eal-wo ld mul icul u al p o essional en i onmen s.
1.4.4 P ojec managemen , quali y assu ance, and moni o ing and e alua ion
s a egy
The “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic
Landscape” cou se is buil upon a obus and adap able amewo k designed o ensu e imely im-
plemen a ion, adhe ence o high-quali y s anda ds, and comp ehensi e moni o ing and e alua ion.
This app oach gua an ees he cou se’s ele ance, e ec i eness, and alignmen wi h i s o e a ching
objec i es.
P ojec managemen :
1. Timely comple ion:
– a me iculously de ailed p ojec imeline has been de eloped, speci ying clea deadlines and
miles ones o each phase o he cou se’s implemen a ion. This ensu es ha all ac i i ies emain
on schedule;
– egula p ojec managemen mee ings a e conduc ed o e alua e p og ess, an icipa e po-
en ial challenges, and implemen imely co ec i e measu es, ensu ing unin e up ed momen um
h oughou he p ojec li ecycle.
2. E ec i e communica ion:
– clea and s uc u ed communica ion p o ocols ha e been es ablished wi hin he p ojec eam
o acili a e seamless in o ma ion exchange and alignmen wi h p ojec objec i es;
– i ual mee ings and collabo a i e pla o ms a e le e aged as p ima y communica ion chan-
nels, os e ing e icien collabo a ion and eal- ime knowledge sha ing among eam membe s.
Quali y assu ance:
1. Pee e iew mechanism:
– a igo ous pee e iew sys em is in place o e alua e all deli e ables, including cu iculum
design, ma e ial de elopmen , and e en o ganiza ion. This ensu es ha high-quali y s anda ds a e
main ained ac oss all aspec s o he cou se;
– eam membe s, d awing om hei di e se a eas o expe ise, conduc sys ema ic e alua-
ions o uphold academic and p o essional igo in he p ojec ’s ou comes.
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2. Con inuous eedback loop:
– a eedback loop is in eg a ed in o he p ojec , ac i ely seeking inpu om s akeholde s such
as s uden s, p o esso s, and ex e nal collabo a o s;
– his i e a i e p ocess ensu es ha s akeholde pe spec i es a e inco po a ed in o he
cou se’s ongoing de elopmen , enhancing i s ele ance and impac .
Moni o ing and e alua ion:
1. Quan i a i e indica o s. Key me ics o measu e ou each and pa icipa ion include:
– numbe o pa icipan s in wo kshops, semina s, and aining sessions;
– engagemen on digi al pla o ms, including websi e isi s and social media in e ac ions;
– pa icipa ion a es in ne wo king e en s and indus y alks.
2. Quali a i e indica o s. Nuanced insigh s in o he p ojec ’s impac a e cap u ed using qual-
i a i e measu es, such as:
– pa icipan eedback on he ele ance and applicabili y o cou se con en ;
– es imonials and success s o ies ha highligh he eal-wo ld applica ion o acqui ed skills;
– expe e alua ions o he inno a ion and e ec i eness o he cou se’s app oach.
3. Uni s o measu emen , baselines, and a ge alues. Each indica o is pai ed wi h spe-
ci ic uni s o measu emen , baseline alues es ablished a p ojec ini ia ion, and a ge alues o
ack p og ess.
Example:
– uni o measu emen : numbe o pa icipan s in wo kshops;
– baseline alue: 0 pa icipan s a p ojec s a ;
– a ge alue: 60 pa icipan s by he end o yea 1.
4. Regula e alua ion cycles:
– comp ehensi e e alua ion cycles a e embedded in he p ojec imeline, conduc ed a he end
o each academic yea ;
– hese e alua ions assess he e ec i eness o eaching modules, he success o e en s, and
hei impac on pa icipan s’ skills and employabili y. The indings di ec ly in o m imp o emen s o
he cou se.
5. Adap abili y and con inuous imp o emen :
– he moni o ing and e alua ion s a egy is designed o be lexible, enabling esponsi eness o
e ol ing needs while main aining consis en quali y;
– insigh s de i ed om e alua ions guide con inuous imp o emen e o s, ensu ing ha he
cou se e ol es o mee he demands o s uden s and s akeholde s e ec i ely.
Risk managemen .
To ensu e he success ul implemen a ion and long- e m sus ainabili y o he “Na iga ing Cul-
u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic Landscape” cou se, i
is essen ial o iden i y and add ess po en ial isks ha may a ise du ing he p ojec li ecycle. Risk
managemen se es as a p oac i e app oach o an icipa ing challenges and de ising s a egies o
mi iga e hei impac , he eby sa egua ding he quali y and e ec i eness o he cou se.
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The Table 1.3 p o ides a comp ehensi e o e iew o he possible isks associa ed wi h he
cou se, ca ego izing hem by wo k packages and assessing hei impac and likelihood. In addi-
ion, he p oposed mi iga ion measu es demons a e a lexible and adap i e s a egy designed o
main ain he p ojec ’s momen um and ele ance, ensu ing i mee s he expec a ions o s uden s,
acul y, and s akeholde s alike.
Table 1.3 O e iew o he possible isks associa ed wi h he cou se
Risk
No. Desc ip ion Wo k package
No. Impac Likeli-
hood
P oposed isk-mi iga ion
measu es
1 Un o eseen ex e nal e en s
(e.g., pandemics, geopoli ical
issues)
All wo k
packages
High Medium Regula ly moni o global
and egional si ua ions o
ea ly de ec ion
2 Technical challenges in digi al
in eg a ion, such as so wa e
compa ibili y issues o pla o m
accessibili y
Wo k package
#2 and #3
High Medium Conduc egula echnology
checks and in es in eliable
pla o ms
3 Delays in esea ch ac i i ies
ha could impac he imeline
and p ojec miles ones
Wo k package
#4
High Medium De elop a de ailed esea ch
plan wi h clea miles ones
and deadlines
4 Budge cons ain s ha may
a ec he execu ion o planned
ac i i ies
Wo k package
#5
High Medium Regula ly moni o he
budge and expenses
5 Limi ed pa icipa ion om
non-linguis ic acul ies, such
as IT and compu e science
s uden s
Wo k package
#3 and #4
Medium Low Launch a ge ed awa eness
campaigns o emphasize
he ele ance o he cou se
o non-linguis ic acul ies
6 Limi ed pa icipa ion in public
e en s o ne wo king ac i i ies
Wo k package
#4
Low Medium Implemen p omo ional
campaigns o gene a e
in e es
7 Deli e ables no mee ing quali y
expec a ions (e.g., cu iculum
design, ma e ials, assessmen s)
All wo k
package
High Low Implemen a igo ous pee
e iew p ocess o all
p ojec ou pu s
8 Di icul y in main aining cou se
ele ance as p o essional and
cul u al landscapes e ol e
Wo k package
#3 and #4
Medium Medium Regula ly upda e cou se
con en o e lec changing
ends
9 Nega i e eedback om s u-
den s o s akeholde s, impac -
ing he cou se’s epu a ion
Wo k package
#4
Medium Low Ac i ely collec pa icipan
eedback h ough su eys
and e alua ions
10 Limi ed digi al li e acy among
some pa icipan s, a ec ing
hei abili y o engage wi h
online esou ces
Wo k package
#2 and #3
Medium Medium P o ide p e-cou se aining
sessions on using digi al
ools
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E ec i e isk managemen is a co ne s one o he “Na iga ing Cul u al Di e si y: E ec i e
Business Communica ion in he Eu opean Economic Landscape” cou se. By adop ing a s a egic and
s uc u ed app oach, he p ojec eam aims o an icipa e challenges, add ess hem p oac i ely,
and ensu e he smoo h p og ession o all ac i i ies. Below a e he key ea u es o he uni ied isk
managemen s a egy, designed o uphold he cou se’s quali y, adap abili y, and impac :
1. P oac i e isk iden i ica ion: ea ly iden i ica ion o po en ial isks allows he p ojec eam o
implemen imely mi iga ion measu es, minimizing dis up ions and ensu ing he p ojec s ays on ack.
2. In eg a ed moni o ing and e alua ion: egula assessmen s du ing p ojec e iews help o
ack isks and hei mi iga ion p og ess, os e ing a esponsi e and adap able managemen ap-
p oach ha sus ains momen um.
3. S akeholde -cen e ed solu ions: ac i ely engaging s uden s, acul y, and ex e nal collabo-
a o s ensu es ha isk mi iga ion s a egies a e inclusi e and add ess he di e se needs o all
s akeholde s in ol ed in he p ojec .
4. Adap abili y and lexibili y: mi iga ion measu es a e designed o be dynamic, allowing he p oj-
ec o espond e ec i ely o e ol ing ci cums ances and main ain i s ele ance and success o e ime.
This s a egy no only minimizes po en ial se backs bu also enhances he p ojec ’s esilience,
ensu ing i s objec i es a e me e icien ly and e ec i ely.
1.4.5 Wo k packages, ac i i ies, esou ces and iming
The “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic
Landscape” adhe es o a me iculously s uc u ed six-phased wo k plan. Each phase comp ises
in e linked ac i i ies designed o sys ema ically achie e p ojec objec i es wi hin he 36-mon h
ime ame. This s uc u ed app oach ensu es smoo h p og ession, con inuous eedback loops, and
ongoing e inemen .
Wo k packages:
WP1. P ojec ini ia ion and coo dina ion (mon hs 1–2):
– es ablishes he p ojec eam, delinea es oles and esponsibili ies, and os e s cohesion;
– implemen s obus communica ion channels and coo dina ion mechanisms, including egula
eam mee ings and online pla o ms;
– de elops a de ailed p ojec imeline wi h clea ly de ined miles ones o e icien moni o ing
and p og ess acking.
WP2. Cu iculum de elopmen and eaching modules (mon hs 3–6):
– designs a dynamic cu iculum amewo k e lec ing mul icul u al and in e disciplina y pe -
spec i es, ailo ed o iden i ied needs h ough needs analysis and s akeholde engagemen ;
– de elops engaging and comp ehensi e cou se ma e ials, including lec u es, in e ac i e sem-
ina s, case s udies, and supplemen a y esou ces, aligned wi h he la es ends in business com-
munica ion and EU s udies;
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CHAPTER 1
– ensu es accessibili y and adap abili y o ma e ials o u u e implemen a ion.
WP3. S akeholde engagemen and collabo a ion (mon hs 1–36):
– acili a es ongoing collabo a ion wi h s akeholde s h ough egula mee ings, wo kshops,
and join ac i i ies;
– o ganizes e en s and ac i i ies o s akeholde engagemen , including:
– ound- able discussions on cul u al di e si y in business communica ion;
– educa ional ques s explo ing Eu opean cul u al di e ences;
– p omo ional e en s showcasing he p ojec ’s bene i s;
– Eu oBizCommunica ion Club mee ings os e ing ne wo king and knowledge sha ing;
– in e na ional con e ences and open lec u es dissemina ing p ojec indings;
– ga he s eedback om s uden s, acul y, and indus y pa ne s h oughou he p ojec o
con inuous imp o emen .
WP4. Pilo implemen a ion and assessmen (mon hs 7–18):
– implemen s a pilo cou se wi h a di e se g oup o s uden s, ep esen ing a ious academic
backg ounds and egions;
– assesses he e ec i eness o eaching me hodologies and ma e ials h ough s uden eed-
back, acul y obse a ions, and p e- and pos -cou se assessmen s;
– analyzes and inco po a es eedback in o he cu iculum and eaching app oach o e inemen
be o e ull-scale implemen a ion.
WP5. Full-scale implemen a ion and dissemina ion (mon hs 19–36):
– b oadly olls ou he Jean Monne Module o a wide a ge audience ac oss di e se aca-
demic ins i u ions and disciplines;
– con inuously moni o s cou se deli e y, s uden engagemen , and lea ning ou comes h ough
es ablished e alua ion mechanisms;
– acili a es addi ional ac i i ies, such as wo kshops and gues lec u es, o complemen he
co e module and os e knowledge exchange.
Quan i y and demons a e he alue: quan i ies he p ojec ’s impac on a ge ed s akeholde s
and he b oade Eu opean economic landscape h ough measu able KPIs aligned (Table 1.4).
Table 1.4 To al c edi s and hou s o wo k
Name o indica o s Hou s
1 2
Numbe o c edi s/hou s 4/120
To al hou s o class oom wo k, including: 42
– lec u e classes, hou s 20
– semina classes, hou s 10
– p ac ical classes, hou s 12
25
chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
in IT and Compu e Science: De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
Con inua ion o Table 1.4
1 2
To al hou s o independen wo k and o a c edi passing including: 78
– calcula ion (calcula ion and g aphic) wo ks, uni s/hou 24
– indi idual esea ch ask, uni s/hou 24
– p epa a ion o aining classes and con ol ac i i ies, hou s 28
C edi 2
1.4.6 Lea ning ou comes, eaching and lea ning me hods, and assessmen
s a egies
The “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic
Landscape” cou se is designed o achie e speci ic lea ning ou comes (LOs) ha align wi h he de-
elopmen o in e cul u al communica i e compe ence among s uden s in IT and compu e science
special ies. These ou comes a e achie ed h ough hough ully in eg a ed eaching and lea ning
me hods and e alua ed using di e se assessmen s a egies.
The cou se aims o c ea e a comp ehensi e lea ning ecosys em whe e s uden s engage in
p ojec -based ac i i ies, academic ins uc ion, s uden -led esea ch, and public discou se. This ap-
p oach acili a es he explo a ion o mul icul u al linguis ic and communica i e con ex s wi hin he
Eu opean Union, wi h a pa icula ocus on hei ele ance o he e ol ing Eu opean economic land-
scape and implica ions o Uk aine. Addi ionally, he cou se ac i ely in ol es a ious s akeholde s,
including s uden s, esea che s, ci il socie y ep esen a i es, and p i a e sec o p o essionals,
os e ing a collabo a i e and inclusi e en i onmen .
The Table 1.5 summa izes he key lea ning ou comes, he co esponding eaching and lea ning
me hods, and he me hods used o assess hei achie emen .
Table 1.5 Lea ning ou comes, eaching me hods, and assessmen s a egies
Lea ning ou comes Teaching and lea ning me hods Assessmen me hods
LO1: Abili y o adap o new
condi ions, make decisions inde-
penden ly, and ini ia e o iginal
esea ch and inno a i e complex
p ojec s (AB1)
1. Lec u es and p ac ical classes using
in o ma ion- ecep i e, ep oduc i e,
heu is ic, and esea ch me hods.
2. Independen wo k u ilizing he ep o-
duc i e and esea ch me hods
Cu en con ol: execu ion
and de ense o p ac ical
wo ks, o al esponses, and
on al polling
LO2: Abili y o ealize he need
o li elong lea ning o deepen
acqui ed knowledge and gain new
p o essional expe ise (AB2)
1. Lec u es and p ac ical classes employing
in o ma ion- ecep i e, ep oduc i e, heu-
is ic, and p oblem-s a emen me hods.
2. Independen wo k using he ep oduc-
i e me hod
Cu en con ol: selec i e
o al su eys, es s, and
assessmen o ac i i y.
C edi : o al su eys and es
con ol
26
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 1
The s uc u ed in eg a ion o lea ning ou comes, eaching me hods, and assessmen s a e-
gies ensu es a dynamic and esponsi e educa ional expe ience o s uden s. By emphasizing adap -
abili y, li elong lea ning, and inno a ion, he cou se p epa es pa icipan s o na iga e he complexi-
ies o mul icul u al p o essional en i onmen s.
This holis ic app oach equips s uden s wi h he knowledge and skills necessa y o h i e in he
global digi al economy while os e ing collabo a ion and inclusi i y. Fu he mo e, he engagemen o
di e se s akeholde s s eng hens he cou se’s ele ance and impac , ensu ing i s alignmen wi h
b oade socie al and p o essional goals.
1.4.7 E en s o e iew
The e en s planned wi hin he amewo k o he “Na iga ing Cul u al Di e si y: E ec i e
Business Communica ion in he Eu opean Economic Landscape” cou se a e pi o al o achie ing
i s objec i es. These e en s ha e been hough ully designed o p o ide pa icipan s wi h hands-
on expe ience, ac ionable insigh s, and oppo uni ies o engage wi h pee s, acul y, and indus y
p o essionals in meaning ul ways.
By combining in e ac i e wo kshops, hough -p o oking semina s, and dynamic ques s, he
p og am c ea es a comp ehensi e lea ning ecosys em ha no only enhances pa icipan s’ in-
e cul u al communica i e compe ence bu also p epa es hem o h i e in mul icul u al business
en i onmen s. Each e en is ailo ed o add ess he speci ic needs o IT and compu e science
s uden s, o e ing p ac ical knowledge and ools o succeed in hei u u e ca ee s.
The Table 1.6 p o ides a s uc u ed o e iew o he e en s, including hei ypes, desc ip ions,
and expec ed ou comes.
Table 1.6 E en s
E en
No.
Name o he
e en Type Desc ip ion Loca ion Du a ion
(days)
Numbe o
pa icipan s
1 2 3 4 5 6 7
E1.1 S a ing-up
mee ing
P ojec kicko
mee ing
Concep de elopmen ,
p ojec planning, eam
building, and esou ce
alloca ion
L i ,
Uk aine
1 45
E1.2 P esen a ion
o he p ojec
P omo ional
e en
Topics include an in oduc-
ion o Eu opean cul u al
di e si y, communica ion
s a egies, case s udies,
and skills de elopmen
(e.g., adap abili y, eam-
wo k, and c i ical hinking)
L i ,
Uk aine
2 50
27
chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
in IT and Compu e Science: De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
Con inua ion o Table 1.6
1 2 3 4 5 6 7
E2.1 Business
communica-
ion s a egy
wo kshop
Wo kshop Ac ionable ac ics o
e ec i e communica ion in
co po a e se ings
L i ,
Uk aine
1 35
E2.2 Disco e ing
Eu opean busi-
ness cul u es
Educa ional
ques
An in e ac i e ques
in oducing pa icipan s o
key componen s o
Eu opean business
cul u es
L i ,
Uk aine
1 35
E3.1 Building you
p o essional
image
Wo kshop Focus on pe sonal
b anding, ésumé building,
and p o essional
ne wo king o enhance
awa eness o p o essional
communica ion in a Eu o-
pean con ex
L i ,
Uk aine
1 30
E3.2 Founda ions o
mul icul u al
business com-
munica ion
Open lec u e
se ies
P o ides ounda ional
knowledge on e ec i e
communica ion in
mul icul u al co po a e
se ings
L i ,
Uk aine
5 70
E4.1 Challenges and
oppo uni ies
in Eu opean
ma ke s
Round-yable
discussion
Facili a es con e sa ions
on po en ial oppo uni ies
and challenges in Eu opean
ma ke s
L i ,
Uk aine
1 45
E4.2 Di e si y in
ac ion
Eu oBizCom-
munica ion club
mee ing
Explo es how di e si y
enhances communica ion
and collabo a ion in he
co po a e wo ld
L i ,
Uk aine
1 25
E4.3 Cul u al
in elligence
wo kshop
Eu oBizCom-
munica ion club
mee ing
Focuses on de eloping
cul u al in elligence o
na iga e Eu opean
ma ke s e ec i ely
L i ,
Uk aine
1 20
E5.1 Tech ends
in Eu opean
business
In e ne
con e ence
Vi ual sessions wi h
gues speake s o discuss
he in luence o echnology
on co po a e
communica ion in Eu ope
L i ,
Uk aine
1 65
E5.2 Sus ainable
business
communica ion
p ac ices in
Eu ope
Round- able
discussion
Explo es he connec ion
be ween e ec i e commu-
nica ion and en i onmen al
esponsibili y in co po a e
se ings
L i ,
Uk aine
1 21
34
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 1
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