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У статті представлені результати впровадження курсу «Міжкультурна комунікація в освіті» в професійну підготовку майбутніх учителів. Проведено аналіз структури міжкультурної комунікативної компетентності, на основі якої було розроблено зміст курсу міжкультурної комунікації. У статті висвітлюються сім основних тем курсу, спрямованих на здобуття знань про культуру та розвиток міжкультурних навичок, формування здатності до відповідних стратегій поведінки. Упровадження курсу включало три етапи: вступний, реалізаційний та етап оцінювання та розповсюдження. Діяльність, спрямована на досягнення цілей курсу, ґрунтується на засадах компетентісного навчання. Ефективність упровадження курсу доводиться шляхом вимірювання рівня мовних навичок, оцінених стандартизованим тестом Cambridge English First, та здатності до відповідних стратегій поведінки, оцінених низкою прямих та непрямих методів.

The issue of designing the learning environment, which opens the access to modern educational resources and contributes to developing a new level of interaction between teachers and students, is extremely relevant for national system of higher education. The development of digital technologies makes it possible to design qualitative, hi-tech learning environment for training specialists of different professions. The signing the Association Agreement between Ukraine and EU accelerates the process of digitalizing national education that is proved by a number of legislative initiatives and strategic documents, Digital Agenda of Ukraine – 2020 (2016), Law of Ukraine On Education (2017), Concept “New Ukrainian School”, Regulation on Electronic Textbooks, and Regulation on National Educational Electronic Platform are among them. The purpose of the article is to analyse and generalize national and foreign experience about designing open electronic learning environment that gives an opportunity to model digital learning environment for training primary school teachers, as well as to describe the structure and content of this pedagogical phenomenon. The principles of open education and regulations of competence-based approach constitute the theoretical justification of research. The author analyse the national experience of designing innovative e-environment: the model of electronic educational platform – Universal educational environment – ACCENT ( http://ac-cent.com/ ) and electronic platform mobiSchool which are designed by Ukrainian scientists and implemented into the practice as web-tools of electronic learning in secondary schools. It is noted that foreign countries have more experience of creating electronic learning resources, including open digital learning tools, courses, and textbooks. Among widespread information and communication environments there are Open Educational Resources (OER, https://www.oercommons.org/ ), Coursera ( http://www.coursera.org ), Academic Earth ( http://academicearth.org ), and online platforms of repositories of educational resources of Harvard and Preston Universities, Massachusetts Technological Institution and others. It is set out that in foreign pedagogy studies more modern generation of learning resources, Next Generation of Digital Learning Environment (NGDLE). NGDLE is designed as a universal digital learning platform for school teachers and students, university teachers and students, locating and providing software, learning services and tools for learning management. The authors describe the project of digital learning environment for training primary school teachers, designed by the teachers of SHEI “Donbas State Pedagogical University”. The educational resource corresponds to the principles of open education and contains the following subsections: digital learning resources, web-conferences, webinars, scientific and methodological repository, methodological portal, distance courses for matriculants, forum and news.