Abstract
This article explores methodological approaches to the development of intercultural communicative competence (ICC) through the integration of digital educational platforms in higher education. The study is based on the understanding that digital technologies do not, in themselves, ensure intercultural learning, but require purposeful pedagogical design to support meaningful communication, reflection, and interpretation of cultural experience. In the context of Kazakhstan’s higher education system, where trilingual education and national academic standards emphasize graduates’ ability to operate in multilingual and multicultural environments, the issue of ICC development becomes especially relevant. By synthesizing theoretical models of intercultural communication with contemporary digital teaching practices, the article identifies key principles that support the structured, reflective, and sustainable formation of intercultural communicative competence in higher education.