Formation of Transcultural Competence in the System of Art Education in the Context of European Integration
Bibliographic record
Abstract
In the contemporary artistic space, the development of transcultural competence plays a vital role in the professional growth of an artist. This article aims to determine the level of transcultural competence among students of art institutions in Ukraine. The quantitative analysis was used for this purpose. The study involved 50 students of artistic specialities of Ukrainian educational institutions, who were included based on a purposive sample. The main instruments used in the study were a survey among students and the Cultural Intelligence Scale (CQS). The survey was conducted from 1 to 20 November 2024. The CQS allowed measuring different levels of transcultural competence: metacognitive, cognitive, motivational, and behavioural dimensions. The results indicate that students have average levels of cultural knowledge and are good at adapting their behaviour in intercultural environments. Students also expressed an average understanding of integrating different cultures in art (3.18 mean). At the same time, it was noted that students who participated in international conferences and exchange programs had high scores. The conclusions emphasise the further development of transcultural competence and offer the following recommendations: in-depth knowledge of other cultures through open lectures and seminars by artists from different countries, emphasis on project-based methods, and group discussions on the importance of different cultures for contemporary art.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".