The impact of intercultural communication on the study of physics and higher mathematics by international students in higher education institutions

Source abstract

This paper explores the challenges and possibilities of using intercultural communication in the teaching of fundamental disciplines, particularly Physics and Higher Mathematics, to international students in higher education. It focuses on the development of personal competencies that help students communicate across cultures and better understand the characteristics of different cultural backgrounds. These competencies are important for building effective communication and dialogue in today’s multicultural educational environment. The role of speech etiquette in intercultural communication is also considered. The relevance of the topic is connected with the growing internationalization of higher education and the need to adapt traditional approaches to teaching the exact sciences to increasingly diverse student groups. The study examines intercultural barriers that international students may face when learning abstract mathematical concepts and physical laws. In this context, intercultural communication is viewed as an important part of interpersonal interaction and communication. The analysis of pedagogical experience shows that intercultural communication can serve not only as a means of social adaptation but also as a useful teaching tool that can increase students’ motivation to learn. The paper discusses difficulties related to specialized terminology, mathematical symbols, and graphical representations, which may be understood differently depending on students’ previous educational backgrounds. It also considers psychological and pedagogical conditions that can help reduce communication barriers when teaching Physics and Mathematics. The study shows that the use of teaching approaches that take intercultural differences into account can improve the academic performance of international students in Higher Mathematics and Physics while also helping to reduce academic stress. The findings may be useful for university teachers and curriculum developers working with international students