Аннотация
This study explores the role of intercultural communication in enhancing foreign language among students in Kazakhstani higher education. In a globalized world, intercultural communication defined as the ability to communicate effectively across cultures—is essential for navigating diverse cultural landscapes, cognitive awareness, affective openness, and behavioral flexibility. Kazakhstan’s multilingual context, with Kazakh, Russian, and English as primary languages, presents unique opportunities and challenges for integrating IC into language curricula. The research examines pedagogical strategies, curricular frameworks, and institutional policies to highlight how foreign language education can enhance students’ intercultural awareness, empathy, and communication skills. The study employs a mixed-methods approach, including an experimental module on “Intercultural Communication” for first-year non-linguistic students at Miras University. This 3-credit module, integrated into the standard “Foreign Language” course, combines trilingual (Kazakh, Russian, English) instruction with innovative technologies like project-based learning, and digital storytelling. Pre- and post-testing using the CEFR scale revealed significant improvements in language proficiency. Key findings underscore the importance of culturally relevant content, experiential learning, and teacher training in IC development. Challenges include inadequate instructional materials, low baseline proficiency, and limited institutional support. The study advocates for policy reforms, interdisciplinary collaboration, and digital tools to sustain IC integration. This research contributes to global discourse on language education by demonstrating how trilingual, IC-focused curricula can prepare students for multicultural environments. It calls for further longitudinal studies and context-sensitive pedagogies to bridge theory and practice in Kazakhstani higher education.