The use of visual models as a universal language of learning in international groups

Abstract

This paper investigates the potential of visual modeling as an effective means of overcoming language barriers and enhancing intercultural communication in the education of international students. It is argued that mathematical visualization constitutes a universal instructional method that facilitates the comprehension of physical processes and supports the learning of higher mathematics, physics, and technical disciplines. Graphical and dynamic models are shown to serve as essential cognitive supports that enable students to assimilate complex physical and mathematical concepts irrespective of their level of proficiency in the language of instruction.

The relevance of this issue remains particularly pronounced in higher education institutions working with international student cohorts. Instructors frequently encounter communication challenges arising from students’ insufficient command of the Ukrainian language as well as from disparities in their prior mathematical preparation. Within this context, the article examines the didactic potential of visual modeling as an instructional approach for teaching international students.

Emphasis is placed on the role of mathematical visualization – including tables, graphs, diagrams, vector representations, and dynamic geometric model – as a universal language of instruction that reduces the cognitive load imposed by language barriers. This reduction facilitates understanding and contributes to the improvement of teaching and learning processes in physical, mathematical, and technical disciplines. Teaching experience in international student groups demonstrates that the systematic use of visual models significantly decreases the time required to explain new material and enhances students’ success in problem-solving during practical classes. This effect is attributed to the fact that students rely on visual representations and conceptual understanding rather than on literal translation of problem statements.

Visual mathematical models represent a powerful tool for pedagogical adaptation in an international educational environment. They function as a “communication bridge,” enabling students to concentrate on the conceptual content of the subject rather than on linguistic difficulties. The integration of visual models into the educational process contributes to the creation of conditions necessary for the acquisition of robust and sustainable knowledge essential for the professional development of future specialists