Interrelation of cultural intelligence and problem solving method in students of different educational profile

Abstract

The relevance of the research is determined by the changes in socio-economic development of countries and human life as a result of globalization processes and multipolarity of the world order. Multicultural environment requires multicultural education, which determines the interest in called cultural / cross-cultural intelligence. The purpose of the study aims to investigate the differences between students of different educational profiles in terms of the level of development and structure of cultural intelligence, as well as the relationship between cultural intelligence and approach to problem solving. It was determined that regardless of the profile of study, students have a dominant affective way of problem solving. The behavioral component of cultural intelligence of students of the MBC faculty is positively correlated with the type of "organizer" and affective approach to problem solving, and, as a consequence, is inversely proportional to the intellectual approach. The motivational component of cultural intelligence of UE faculty students is positively correlated with intellectual (and consequently negatively with affective) approach to problem solving, and there is also an inversely proportional relationship between the overall cultural intelligence quotient (CQ) and the indicator of the "organizer" type. Thus, cultural intelligence plays a different role in the professional formation of future specialists depending on their training profile.