Trihubchak O. Organizational and pedagogical foundations of intercultural education in the Italian Republic

The dissertation is a comprehensive study, within which the theoretical, legal, content, and methodological foundations of intercultural education in the Italian Republic are clarified in order to determine the possibilities of using elements of progressive experience in the aspect of the investigated problem in Ukraine. The thesis analyzes the state of elaboration of the issue of intercultural education in domestic and foreign studies. A systematic review of empirical research on intercultural education was carried out and aspects of its consideration were determined (main goals of intercultural education; inclusion in programs of objective and subjective cultures; inclusion in programs of quantitative assessment of intercultural education). Aspects of considering intercultural education as an educational phenomenon are singled out: philosophical, sociological, cultural, psychological and pedagogical. Aspects of the study of intercultural education in the Italian Republic were considered: the possibilities of using the positive Italian experience in the higher education system of Ukraine; historical development of university education in Italy; prospects for the development of pedagogical education in Italy; peculiarities of the organization of intercultural education in Italy. The theoretical foundations of intercultural education in the Italian Republic were characterized, which made it possible to define the conceptual and terminological apparatus of the study, primarily its fundamental concepts: culture, interculturality, intercultural education. Intercultural education is considered as a dimension of education in a global perspective (together with other forms of education: for peace, human rights, sustainable development, education for respect and protection of the environment), which is based on intercultural values, values of openness to the world and democracy. The stages of intercultural education development in the Italian Republic are highlighted: I stage (1948-1979) – origination of intercultural education. II stage (1980 - 2000) – active implementation of intercultural education. III stage – (2001 – until now) – popularization. In order to outline the legal goals of intercultural education, the legal documents regulating the implementation of intercultural education in the Italian Republic were analyzed and characterized. The main legal foundations of intercultural education were identified (attracting foreign students to compulsory education; introducing intercultural dialogue and democratic coexistence into the education system; equal treatment of people regardless of race and ethnic origin; measures to stimulate projects related to risk zones with a strong immigration flow). The fundamental areas of activity of universities and schools based on interculturality are characterized. The main content priorities of the education institutions based on interculturality have been determined (expansion of intercultural education programs at bachelor‘s and master‘s levels of Italian universities; introduction of intercultural education courses to university programs; diversification of study topics of intercultural courses; activation and intensification of foreign language studies; provision of the Italian language with special status; increasing the level of teacher training for intercultural education; providing an intercultural component in the educational components; developing the concept of training specialists for intercultural education). The skills are defined and the values are outlined, which are formed in the process of intercultural education. The leading methods and practical concepts of intercultural education in the Italian Republic have been identified. The possibilities of using the elements of progressive experience in the aspect of the investigated problem in Ukraine, which include legislative, procedural and content aspects of the problem consideration, are determined.