The role of interactive tasks in developing multicultural competence in language and literature classes

Resumo

The development of students' multicultural competence is becoming increasingly important in the context of globalisation and the growing intercultural interaction in the educational environment. Contemporary challenges necessitate the introduction of innovative approaches to teaching, particularly the use of interactive technologies in language and literature lessons. This article aims to determine the effectiveness of innovative interactive tasks as a means of developing students' multicultural competence in language and literature studies within general secondary education institutions. The study employed a mixed-methodological approach, combining quantitative and qualitative methods. The empirical block included a standardised survey based on an adapted Multicultural Personality Questionnaire (MPQ), situational testing, pedagogical observation, analysis of student activity products, semi-structured interviews and diagnostic tasks. For statistical data processing, the t-test for dependent samples, one-way analysis of variance (ANOVA) and multivariate regression analysis were used. As a result, the three most effective formats of interactive tasks were identified. These are multimedia cases (F = 7.12; p = 0.000; η² = 0.21), digital simulations (F = 6.91; p = 0.001; η² = 0.19) and interactive platforms (F = 3.87; p = 0.028; η² = 0.10). Following the introduction of the author's set of tasks, the level of confidence in communicating with representatives of other cultures increased from 3.2 to 4.1 points (t = 5.78, p < 0.000). Openness to cultural traditions increased from 3.5 to 4.3 points (t = 6.23; p = 0.000). Prospects for further research include long-term monitoring of the impact of such tasks on students of different ages. Another promising area is the development of professional training programmes for teachers in the field of multicultural education using digital technologies.