{'fraction_non_alphanumeric': 0.013540422142572681, 'fraction_numerical': 0.00398247710075667, 'mean_word_length': 5.826086956521739, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Experience of Approbation of the Methodology for Assessing the Effectiveness of Intercultural Communication in Education on the Example of International Student Mobility Programs

The article analyzes the results of testing the methodology for assessing the effectiveness of intercultural communications in education using the example of international student mobility programs at the Financial University under the Government of the Russian Federation in 2021. The methodology was developed within the framework of the research project "Intercultural communication in the global world: the experience of modeling and the use of new theoretical and methodological tools" taking into account the phenomenological approach and the ABC-concept of culture shock (Zhou Yu., Topping K., Todman J.). According to our theory, the species-forming signs of intercultural communication are the difference and deficiency of resources (linguistic, perceptual, instrumental and cognitive) shared by the communication participants. In this regard, the concept of intercultural competence in education is being clarified. This is an integral characteristic of a personality that provides resources for intercultural communication in the conditions of intersubjective interaction and mutual understanding in order to achieve the educational results set by the participants. The developed methodology is based on 8 criteria of effectiveness, and allows to carry out a quantitative assessment of communication on a 100-point scale and diagnose the barriers to adaptation of students. 68 graduates of international mobility programs took part in the approbation of the methodology. It was found that the least effective indicators of intercultural communication in education are associated with the production and reproduction of new forms of communication and the achievement of export influence. Difficulties in understanding the educational material by students, lack of confidence in communication with students and university teachers were also found. We have proposed practical recommendations for increasing the number of classes that would help to fill the deficiencies in the instrumental resources of communication and the export influence of education. In the activities of educational institutions, telecolaborations of students with the use of remote technologies can be applied. Telecolaboration is understood by us as a tool for joint reproduction and interpretation of resources for intercultural communication.