Humanities Studios: Pedagogy, Psychology, Philosophy

The phenomenon of the teacher’s personality in the system of cross-cultural educational processes

Vasyl Shynkaruk*, Oleksandra Shynkaruk, Taras Lushan

vashyn@nubip.edu.ua

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Abstract

The growing cultural diversity in educational settings is giving rise to new demands on the professional and personal development of teachers. The aim of this article was to explore the characteristics of the formation, development and manifestation of the teacher’s personality within the system of cross-cultural educational processes. The research was based on a comprehensive approach combining theoretical and analytical methods. A comprehensive approach to understanding the phenomenon of the teacher’s personality in the context of contemporary cross-cultural educational processes was outlined, and it was demonstrated that the teacher’s personality becomes a key factor in the effectiveness of cross-cultural interaction between participants in the educational process. It was emphasised that professional competence in a cross-cultural context is a dynamic category requiring constant updating. The moral and ethical component of the teacher’s personality, which determines their stance on cultural diversity, was highlighted, and it was argued that the teacher’s moral guiding principles are respect for cultural differences, responsibility for fostering a tolerant environment, and a readiness for ethical interaction, which form the basis of trust between the teacher and learners from different cultural communities. The cultural aspect of the teacher’s personality was examined through the prism of the interaction between the teacher’s individual cultural identity and the cultural characteristics of the learners. It was demonstrated that, in a cross-cultural environment, the teacher acts as a mediator between different cultural systems, whilst maintaining their own professional and personal integrity. The interactive component of the teacher’s personality, which manifests itself in the ability to communicate effectively, manage cross-cultural conflicts and facilitate cross-cultural dialogue, was outlined; the importance of developing communicative flexibility and the ability to adapt teaching strategies to the cultural needs of learners was emphasised. The practical value of the study lies in the fact that its findings can be used by specialists to improve cross-cultural communication methods, develop educational programmes and enhance the effectiveness of teacher training in a multicultural environment. The findings of the study can be utilised in subsequent academic works on the development of effective models for teacher training

Keywords

educator; communication; professional competence; cultural identity; multicultural environment

Suggested citation
Shynkaruk, V., Shynkaruk, O., & Lushan, T. (2026). The phenomenon of the teacher’s personality in the system of cross-cultural educational processes. Humanities Studios: Pedagogy, Psychology, Philosophy, 14(3), 50-67. https://doi.org/10.31548/hspedagog/3.2026.50
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