Proceedings of the International scientific and practical conference ―Science, Technology and Culture: Dynamics of Change in the XXI Century‖ (December 1921, 2025) / Publisher website: www.naukainfo.com. – Baku, Azerbaijan, 2026. – 90 p.

46 positions of the other culture; and to demonstrate empathy, intercultural sensitivity, and appropriate communicability. The Intercultural Communicative Competence (ICC) of future foreign language teachers is a complex, integrative personal construct that spans three interconnected domains: knowledge, skills, and personal qualities. First and foremost, it encompasses the cognitive component, which involves profound knowledge of one's own culture (through the process of inculturation) and the target language culture (through acculturation), including their respective values, behavioral patterns, social norms, and speech etiquette. This component also includes a theoretical understanding of communication mechanisms, cultural barriers, and the origins of stereotypes. Secondly, the operational (activity-based) component, which reflects practical skills and proficiencies, is an integral part. This involves the capacity for effective intercultural communication, meaning fluent foreign language proficiency, alongside the critical skills of interpreting culturally marked signals and behaviors, adapting to new circumstances, and collaborating productively with representatives of other cultures. Finally, the personal (affective-value) component is fundamental, encompassing the necessary personal and professional qualities. It presupposes the formation of an intercultural personality ready for dialogue through empathy, tolerance, and intercultural sensitivity. A key element is the conscious rejection of intercultural stereotypes while ensuring the preservation of the student's social and national identity. This, in turn, guarantees the teacher's continuous professional and personal development. REFERENCES: 1. Hall E. T. The Silent Language. New York : Doubleday, 1959. 240 p.