Abstract
In the current era, the issue of multicultural education holds great significance in nurturing and cultivating the cross-cultural competence of primary school teachers. The development of cross-cultural competence has become a pressing social concern, particularly emphasizing the constructive transfer of knowledge within a multicultural setting. This heightened emphasis can be attributed to ongoing globalizing processes, educational integration, and the prevalent low level of cross-cultural competence among individuals. The establishment and enhancement of cross-cultural competence hold particular importance within foreign language education, especially in the professional training of teachers. Teachers must be prepared to address pressing educational issues that always involve the task of instructing and nurturing students from diverse ethnic and social backgrounds, encompassing varied cultural values, traditions, and lifestyles. Consequently, the education system should primarily focus on strengthening intercultural connections and harmony within Kazakhstan, necessitating a shift in the requirements for contemporary graduates of higher education institutions, who should possess a high level of competence in cross-cultural relations. Hence, the purpose of this research is to identify the pedagogical prerequisites essential for developing the cross-cultural competence of future primary school teachers, enabling them to comprehend and embrace diverse values, possess well-developed cross-cultural self-awareness, and engage effectively in intercultural interactions inherent in other cultures.