RESEARCH ON MULTICULTURAL COMPETENCE OF CHINESE TEACHERS IN KYRGYZSTAN

Abstract

The article investigates the multicultural competence of Chinese language teachers working in Kyrgyzstan. Based on qualitative research through semi-structured interviews with Chinese and local teachers, the study identifies key components of multicultural competence in a multiethnic and multilingual educational context. The findings indicate that while teachers demonstrate basic cultural awareness and sensitivity, critical reflection, flexible assessment, and engagement with local communities require further enhancement. The article proposes a practical model for developing multicultural competence, incorporating culturally responsive teaching, critical thinking, and integration of local cultural knowledge. The study also outlines institutional challenges and offers recommendations for improving teacher training and intercultural education practices within the higher education system of Kyrgyzstan.