This article examines foreign and local experiences in the formation of national and general cultural competencies within the context of higher education. The study is grounded in contemporary pedagogical theories and focuses on competency-based education as a key framework for preparing future specialists in a globalized academic and professional environment. Particular attention is paid to the integration of national cultural values with generally accepted cultural norms, ensuring a balance between cultural identity and intercultural openness. The analysis highlights comparative approaches used in international educational systems alongside locally developed models, identifying their strengths, limitations, and applicability to national higher education contexts. On this basis, the article substantiates methodological approaches for developing cultural competencies among students, emphasizing learner-centered instruction, intercultural communication, reflective practices, and curriculum integration. The findings contribute to the theoretical enrichment of pedagogical science and provide practical recommendations for improving the effectiveness of cultural competence formation in higher education institutions, which is especially relevant for doctoral-level research in education.

national cultural competence, general cultural competence, competency-based education, intercultural communication, higher education, pedagogical experience, comparative analysis, professional training, cultural identity, intercultural competence, global education, teacher education, curriculum integration, socio-cultural learning, cultural awareness, value-oriented education, multicultural pedagogy, educational modernization

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