This study is dedicated to the analysis of psychological barriers that hinder the effective practical training of future teachers in collaborative learning between KSU and YKSG. The main focus is on problems such as stress caused by intercultural differences, decreased motivation, and anxiety, as well as the development of strategies to overcome them. An experiment involving 70 students showed that the implementation of psychological support (training, reflection) significantly reduces stress and increases motivation, contributing to the development of general professional competencies. The results emphasize the importance of psychological support in intercultural educational programs and offer recommendations for integrating such measures into the curriculum.

psychological barriers, practical training, collaborative learning, motivation, stress, pedagogical education, intercultural interaction

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