CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
11
VOLUME:
Vol.06 Issue08 2025
10.37547/pedagogics-crjp-06-08-02
Page: - 11 -15
RESEARCH ARTICLE
Identification of The Components of The Development of
Communicative Culture in Interethnic Dialogue of Students
of Higher Educational Institutions
Bekbergenov Abdinagim Abdullayevich
Karakalpak State University, Uzbekistan
Received:
15 June 2025
Accepted:
11 July 2025
Published:
13 August 2025
INTRODUCTION
Studying the scientific works of many scientists, we
observe changes in the system of higher professional
education activities on a global scale. In the republic, the
discussion of the problems of cultural formation in the
interethnic dialogue of our youth is widespread. For this
purpose, serious attention is being paid to the scientific
work of scientists and teachers. His research is aimed at the
development of civilized perception of the life and
development of society, based on scientific knowledge
about professional activity.
Psychological and pedagogical culture is considered as a
subsystem of general professional culture and is
characterized by a complex: component composition,
including axiological, cognitive, vocational-educational,
technological, communicative, regulatory subsystems [4].
E.I. Michko (2002) [126] identifies the following
mechanisms
for
the
functioning
of
a
person's
communicative culture:
- communication, ensuring information exchange;
- interactive communication, regulating the interaction of
partners,
-
perception,
organizing
mutual
perception
in
communication.
M.G. Rud (1999) believes that communicative culture is
represented by a number of the following components:
- "the ability to coordinate and interconnect one's actions,
accept, choose, and present another, the ability to put
forward arguments, alternative explanations, discuss the
problem, understand and respect the opinion of others, and
is based on this.
This is achieving the common goal of the activity to
regulate relations for the creation of a student community;
ABSTRAC
The article defines the components of the development of students' communicative culture, the stages of formation of each
component, pedagogical conditions, dialogic communication based on activity between educational subjects, public speaking,
classroom and extracurricular activities, innovative teaching technologies developed on the basis of a psychodidactic approach,
as well as the development of communicative communication, the formation of the axiological component, the ability to establi sh
emotional relationships with employees, the orientation of the individual influencing cognitive needs, the theoretical and practical
foundations of methods for its implementation.
Keywords:
Component, axiological component, cognitive component, professional component, didactics, culture, psychology, motive,
information, methodology, ability, communication, technology, integration, activity, personality.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
12
- other needs as a communication partner, expansion of
communication boundaries, comparison of points of view;
- Readiness to interact with others with flexible politeness
reflective activity, designing communication skills and
applying them in new situations" [152].
The culture of communication can be like any system built
on various foundations.
O.V. Gusevskaya [46] considers communicative culture,
on the one hand, as a part of folk culture, and on the other
hand,
analyzes
communicative
culture
as
the
communication of cultures, acting as a connecting link in
the process.
L.M. Bochkova (2003) [25] sees the following
components:
Communicative culture:
- cognitive or sign-symbolic, providing communication;
- behavior;
- standard value.
Valitova R.R. [42] identifies the following components in
the study of communicative culture:
- emotional;
- cognitive;
- behavior.
E.I. Michko [126] identifies the following structural
components:
Teacher's communication culture:
- motivational and value-based;
- meaningful;
- practical.
Mitrova
(2006)
writes:
"The
structure
of
the
communicative concept of culture includes three
components:
cognitive-motivational,
active,
and
rhetorical..." [120].
Karimova E.G. considers the following components:
communicative culture of students [18]:
- meaningful;
- motivational;
- personal and active.
"A person's ability to adapt at work, in society; the ability
to reduce influence, negative factors in their emotional
state, self-awareness [19] determine the following levels.
Formation of communicative culture:
- ideal (impossible);
- optimal (desire to solve communication problems,
maximum attention to universal human ideals);
- acceptable;
- unacceptable (anti-social behavior, rudeness, use of
offensive language, bad vocabulary, misrecognition, and
the use of culturally appropriate signs and behaviors).
Having analyzed the existing approaches, we see
in the structure.
Communicative
culture
consists
of
three
main
components: knowledge, activity, and motivational-
regulatory.
- knowledge based on knowledge, providing for the
presence of both mono-topics (didactic, psychological,
methodological) and knowledge of the formation of an
integrative psychodidactic specialist;
- creation of a safe educational environment for young
people in the skills of professional communication skills,
pedagogical communication of future specialists with a
group of young people, implemented in the style of the
activity component, including the system;
-
the
motivational-regulatory
component
of
the
communicative determines the value system of youth
culture. We believe in shaping the communicative culture
of future generations.
In the system of university content, the teacher occurs at
several levels and includes the actions of students and is
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
13
characterized by a positive educational connection
between teachers and students from the information stage,
which allows understanding the importance of humanism,
the ways of building on the path to mastering the level of
communicative culture, professional communicative
flexibility.
The effectiveness of the formation of communicative
culture in students is ensured by the following pedagogical
conditions:
- determination of the goal of forming students'
communicative culture;
- orientation of the university space towards the content of
educational work on skills and abilities that contribute to
the communicative formation of the organization of
holistic education and upbringing, the formation of
communicative culture;
- introduction of the university system into the educational
process;
- activity-based approaches to the formation of personality-
oriented, competency-based, cultural, communicative,
student culture;
- widespread use of dialogue, debates, and discussions,
problem-based methods of student learning;
- organization of creative cooperation of the future
specialist, motivational activity of students in the
development of the level of society, culture of
communication;
- development of students' self-management skills;
- organizing a state of success.
Psychological conditions:
- positive attitude of students, formation of communicative
culture;
- cooperation between students and teachers;
- creating conditions for the psychological comfort of each
person;
- a team that considers the age and group characteristics of
students.
Students develop an attitude towards themselves as a
subject of their life activity.
The third pedagogical condition is communication with
other people, colleagues, who contribute to the
organization of students' creative cooperation in society.
Active involvement of students in communicative activity
and communication forms the ability to establish social
connections.
For students, it is very important to develop the desire to
acquire skills in modern conditions of higher education,
self-motivation for communication and communicative
activity. Participation in competitions, festivals, sports
events, scientific and practical conferences not only
awakens students' desire for communication, but also
contributes to the improvement of the general cultural
level, develops the professional qualities necessary for a
modern teacher, the culture of communication.
The structure of psychological and pedagogical culture is
as follows:
The axiological component is professional humanistic
values, standards, and norms.
Cognitive component - thinking processes, procedural
knowledge, cognitive abilities.
Professional
and
educational
component
-
basic
competencies as the basis of professional training of
specialists.
Technological component - the technological level of
creative
self-awareness,
including
communication
methods.
Communicative component - social and communicative
integration, adequacy of perception, sociability.
The regulatory component is self-esteem and self-
organization through the regulation of activity and mental
state, the ability for introspection, self-reporting,
understanding the mental state of the individual, the results
of activity and interaction with the external environment.
The communicative culture of students in interethnic
communication plays a special role as an integral part of
general pedagogical culture, its professional mastery, as
well as a condition for the success of the pedagogical
process. Communication culture is the main component of
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
14
professional culture, since its professional formation,
culture arises in the educational process, in which
communicative culture is the carrier of information and the
subject of study.
The communicative culture of a teacher is the culture of
professional and pedagogical communication with other
subjects of the educational process.
Each component becomes the leader of the existing
communicative culture and at a certain time at all stages of
formation, and the main proposed model represents a
logical relationship. The psychological and didactic
content of pedagogical disciplines, special disciplines and
educational practice, covered by students, using methods
through the discussion of problems, multi-vector
dialogues, reflexive analysis, problem-solving situations,
pedagogical improvisations, associative tasks, trainings
and classes, lecture-conversation, lecture-discussion,
brainstorming, problem-based lectures, etc.
In the formation of students' communicative culture,
teachers, tutors, each component of the model plays an
important role separately, but only all components together
give a certain result.
Thus, the formation of students' communicative culture has
a targeted pedagogical impact and is a complex
multifaceted process created in the specially created
educational environment of the university.
Having analyzed the existing approaches, we see in the
structure.
Communicative
culture
consists
of
seven
main
components: knowledge, activity-based, motivational-
regulatory, goal-oriented, organizational, evaluative, and
effective.
1) one-subject (didactic, psychological, methodological)
knowledge, the component of knowledge, which implies
the presence of both, and the formation of integrative
psychodidactics - professional knowledge;
2) professional communication skills, implemented in the
style of the activity component, including the system,
pedagogical communication of students with a group of
students, interaction in the skill of creating a safe
educational environment;
3)
the
motivational-regulatory
component
of
communication determines the value system of the
student's culture; professional directions that change the
profession are the educational process that determines the
teacher's goals in the direction of personal development of
students.
4) the target component includes the knowledge and
definition of the goals of educational and professional
activity;
5) the organizational component reveals the ability to
engage and organize students in various types of
communicative activity;
6) the assessment component includes self-assessment of
the
results
of
educational
and
professional
(communicative) activities;
7) the effective component characterizes the effectiveness
of professional communication activity.
The system of content of psychological and didactic
activity includes the actions of students, from the
information stage, which allows us to understand the
significance
of
humanism,
positive
educational
connections between teachers and students, the ways of
building on the path of mastering the level of
communicative culture are characterized by professional
communicative flexibility.
The effectiveness of the formation of students'
communicative culture, in our opinion, is ensured by the
following pedagogical conditions:
Defining the goal of forming the communicative culture of
students; skills and abilities that contribute to the
communicative formation of students through the
organization of holistic education; systematic, personality-
oriented, competency-based, activity-based approaches to
the educational process of the university for the formation
of culture and communication in students; widespread use
of dialogue, debates and discussions; problem-based
methods of teaching students; creative organization of
student interaction in society; motivational activity in
developing the level of communication culture of students;
development of self-control of students; organization of a
state of success.
Developed and adapted taking into account the specifics of
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
15
teaching. Tasks of a psychological and pedagogical nature
increase the motivational and value attitude towards the
future profession and form a positive attitude towards
oneself (axiological component). Communication takes
place in pedagogy, and students learn the culture of
argumentation, the technique of active listening,
expressing agreement and disagreement. Individual points
(communicative component); reflection at the final stage
contributes to the development of a regulatory subsystem
of
psychological
and
pedagogical
culture.
The
development of a manager's personality is largely
determined by the professional orientation of the individual
(axiological component). Its most active form is
inclination, which acts as a need for a certain activity.
Expression of the system of motives, orientation
contributes to the formation of certain abilities.
Important elements of formation in our proposed
methodology are the psychological and pedagogical
culture of students - these are interests, life relationships
and values, individual personal needs, that is, the
axiological component of psychological and pedagogical
culture.
For specialists working in a group of professions "from
person to person," the formation of the axiological
component is determined both by the ability to establish
emotional relationships with employees and by the
orientation of the person influencing cognitive needs.
REFERENCES
Асаматдинова
Ж.
Технологии
формирования
ценностной ориентации учащихся на основе их
нравственно-эстетического воспитания. Монография.
ISBN 978-9943-4648-8-9, Ташкент, 2016. - С.167.
М.Баҳодиров “Таълим соҳасида ўқитувчи ва талаба
мулоқоти” “PEDAGOGS” international research journal.
Volume-201 33, Issue-2, May-2023
М.Солиева “Таълим муассасаларида ўқитувчиларнинг
мулоқот маданиятини шакллантириш” “PEDAGOGS”
international research journal. Volume-201 33, Issue-2,
May-2023.
Ясвин В.А. Образовательная среда: от моделирования
к проектированию. – М.: Смысл, 2001. – 365с.
