The article considers systemic approach to be underlying methodology for research and study of questions connected to education and cultivation of polyculturality and multiculturality of / with future LSP (language for specific purposes) teachers in foreign language instruction in higher education. It is stated that modern education faces a number of new challenges in shaping the personality of young people as true citizens of the new global community. It especially links to developing their personal qualities such as (i) openness to the new, (ii) desire for dialogue, (iii) intuitiveness and more insights for perspective growth, (iv) poly- and multilingualism, (v) poly- and multiculturalism, (vi) understanding and acceptance of values rooting in cooperation as the most productive way of interpersonal interaction. As integrated, the enumerated fosters positive interdependence of subjects, awareness of individual and social responsibility, high level of development of social skills, the need for reflective analysis of their own behavior in the context of social behavior of others. It is substantiated that relevant methodological foundations undoubtedly make it possible to solve the research questions of any complexity. With a perspective consideration of culturological, axiological, reflective, and environmental approaches, on top to the synthesis and analysis, induction and deduction, it is the systemic approach including the structural one, which is regarded underlying to the analysis and description of education and cultivation of poly- and/or multiculturalism with (of) future LSP teachers in the course of foreign language instruction and acquisition. The choice of these scientific approaches is due to the fact that they allow: (i) to identify the essential characteristics, patterns and principles of education and cultivation of poly- and multiculturalism with students, (ii) to identify the levels of their relevant functioning, (iii) to build and justify a theoretical model, (iv) to develop methodological bases of poly- and multicultural development of future LSP teachers in the process of foreign language education and, thus, provide an opportunity to identify and set relevant criteria and develop in future evaluative tools for pedagogical monitoring of response to cultures and languages as a multifaceted phenomenon.

У статті розглядається системний підхід як основа методології дослідження при вивченні питань освіти й культивування полікультурності у майбутніх викладачів фахових мов у процесі вивчення та викладання іноземних мов у вищій школі. Доведено, що завдяки своїй інтегрованості – використання системного підходу в освіті уможливлює виховання позитивної взаємозалежності суб’єктів, усвідомлення індивідуальної та соціальної відповідальності, високого рівня розвитку соціальних навичок, сприяє усвідомленню необхідності рефлексивного аналізу власної поведінки в контексті соціальної поведінки інших.