A DELPHI ANALYSIS OF TRILINGUAL HIGHER EDUCATION MODEL AND THE DEVELOPMENT OF GLOBAL COMPETENCIES

Abstract

Globalization and intercultural exchange require individuals to function effectively in diverse, multilingual settings, emphasizing the importance of global competencies—knowledge, skills, and personal attitudes that facilitate successful intercultural interaction.

Aim of the study - this study aims to assess how multilingual education contributes to the development of global competencies among students.

The research centers on three core dimensions of global competencies: character traits and motives, self-perception and attitudes, and knowledge and skills. It underscores the role of multilingual environments in fostering flexibility, openness, and cultural respect.

Scientific significance - by examining the link between multilingual learning and the growth of complex global competencies, this study advances the broader field of international education research.

Methodology - A mixed-methods approach was employed, incorporating content analysis of international literature and expert interviews conducted using the Delphi method. This approach provides a comprehensive perspective on multilingual education’s impact.

Findings demonstrate that students in multilingual contexts display enhanced adaptability, tolerance, and readiness for intercultural collaboration. The study also identifies barriers to implementing multilingual models in Kazakhstan, such as resource constraints and insufficient teacher training.

Practical significance - the proposed strategies and holistic model can inform the improvement of multilingual education programs in higher education, preparing graduates for success in globalized work environments.

By analyzing both the integration of global competencies and existing challenges, this research highlights the value of multilingual education as a key driver of global competence development.