Aim. The aim of the research is to justify the theoretical and methodological bases of multicultural education and verify experimentally the efficiency of the pedagogical technology of forming students’ multicultural competence at higher education institutions.Methods. The study reviews the changes in the levels of students’ multicultural competence. The methodological bases of the study are theories of language multicultural education, the unity of language and culture, multi-perspective learning, “cultural differences,” social learning, neo-Freudian theory, self-determination theory, developmental learning theory.Results. The realisation of the ideas of multiculturalism has a positive effect on the harmonious development, cultivates a tolerant attitude to other ethnic groups and peoples, promotes good neighbourly relations, effective conflict resolution, intercultural dialogue and mutual understanding. Acquiring these characteristics, students entirely understand national and universal values, and are able to interact constructively in the modern multicultural world at a sustainable level.Conclusions. The implementation of the developed pedagogical conditions and the author’s pedagogical technology of forming students’ multicultural competence at higher education institutions contributed to a significant increase in the levels of their multicultural competence. This was confirmed by statistical changes in the level of students’ multicultural competence of the experimental group compared to the control group: the number of students with stable (by 34,3%) and situational (by 12,7%) levels significantly increased, the number of students with fragmentary level decreased (by 47%). Thus, the obtained results prove that the developed pedagogical technology is effective for forming students’ multicultural competence.

中文翻译：

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高校学生多元文化能力技术的教学设计

目标。本研究的目的是证明多元文化教育的理论和方法基础，并通过实验验证高等教育机构培养学生多元文化能力的教学技术的有效性。方法。该研究回顾了学生多元文化能力水平的变化。研究的方法论基础是语言多元文化教育理论、语言与文化的统一、多视角学习、“文化差异”、社会学习、新弗洛伊德理论、自我决定理论、发展学习理论。结果。多元文化理念的实现，对和谐发展，培养对其他民族和民族的包容态度，促进睦邻友好，有效解决冲突、跨文化对话和相互理解。获得这些特征，学生完全理解国家和普世价值，并能够在现代多元文化世界中以可持续的水平进行建设性的互动。结论。发达的教学条件和作者培养学生多元文化能力的教学技术在高等教育机构的实施有助于显着提高学生的多元文化能力水平。与对照组相比，实验组学生的多元文化能力水平的统计变化证实了这一点：具有稳定（34.3％）和情境（12.7％）水平的学生人数显着增加，零碎程度的学生人数减少了（减少了47%）。因此，所得结果证明，所开发的教学技术对培养学生的多元文化能力是有效的。