Efficiency of Arts Education in the Context of Formation of Intercultural Communication Skills: Case-Study and Statistical Analysis of the Results
Bibliographic record
Abstract
The research aims are to explain the teaching methods and strategies contributing to formation of intercultural communication skills, to outline the challenges in the context of intercultural training, and to draw the pattern for development of intercultural communication skills among future specialists in the field of arts and culture. This study adopted an experimental methodology that observed the effects of teaching interventions (independent variables) on the level of intercultural communication skills among students (dependent variables). The experiment was realized through the qualitative tools (questionnaire and observation techniques). The experiment was conducted in five stages between September 2023 and January 2024. A total of 94 students (49 students from the experimental and 45 from the control group) and 14 external stakeholders served as a sample. The results showed that intercultural communication skills are formed through teaching methods and strategies oriented towards the increase in students’ diverse cultural background, including openness to cultural diversity, cultural empathy, social initiative, emotional stability, intercultural interaction and communication style, cultural creativity. Considering these teaching methods and strategies found that the pattern for development of intercultural communication skills among future specialists of arts and culture involves experimental learning, real life experience and cultural immersion activities, communication activities, curriculum improvement, creation of technology-based environment, implementation of regular feedback and assessment.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.022 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".