DEVELOPING TOLERANCE AND INTERCULTURAL DIALOGUE THROUGH MULTIMEDIA TECHNOLOGIES IN THE PROFESSIONAL TRAINING OF PRE-SERVICE FOREIGN LANGUAGE TEACHERS

The article substantiates the relevance and pedagogical potential of multimedia technologies for fostering tolerance and intercultural dialogue in the professional training of pre-service foreign language teachers. The starting point is an understanding of intercultural competence as a component of democratic culture and an educational outcome that entails respect for cultural diversity, the ability to engage in partnership-based interaction, and ethical communication. It is shown that a digital learning environment (online platforms, multimedia materials, virtual exchanges, interactive tasks) creates conditions for guided intercultural contact; however, it requires methodological design and pedagogical support to prevent stereotyping, misunderstandings, and communicative barriers. The paper reveals the didactic possibilities of multimedia as multimodal discourse: the actualization of cultural meanings through audiovisual contexts, the development of critical reading of media texts, training in empathic listening, clarification of meanings, and the formation of dialogue strategies in situations of cultural differences. Practice-oriented approaches to teacher education (telecollaboration, project-based interaction, and the CLIL logic of integrating language and content) are outlined as ways to combine language development with the cultivation of tolerance. Criteria for evaluating effectiveness are proposed (communicative sensitivity, tolerance, readiness for cooperation, and the ability to conduct intercultural dialogue) and possible assessment indicators in classroom-based and distance learning settings are identified (quality of interaction on the platform, appropriateness of argumentation, reflective conclusions, and the ability to moderate discussions). It is concluded that the systematic use of multimedia technologies in foreign language teacher education strengthens the practical orientation of learning and contributes to the development of value-based competencies necessary for professional work in a multicultural environment.