Intercultural learning was considered to be the domain of special education. At the same time, the situation did not change even against the background of the increased demand for lifelong learning. On the other hand, under the influence of more and more inevitable processes associated with globalization, it becomes more and more obvious that the process of intercultural learning cannot be carried out according to some kind of automated didactic laws. Over the past few decades, many programs for advanced training and postgraduate education have appeared in the modern education system for teachers, anti-crisis managers, as well as for executives and young personnel from various sectors of the economy. Relevant proposals were also received from universities in the form of disciplines such as "intercultural pedagogy", "intercultural communication", "intercultural psychology", "the basics of intercultural communication in economics", etc. Thus, the corresponding scientific trends were formed, which contributed to the emergence of independent educational programs and new professiograms in the field of international cooperation. At first, the content of the aforementioned educational programs absolutely did not provide for the intercultural training of teachers. And only the decisions of the Bologna Process became a catalyst for gradual reforms in the field of intercultural training of future specialists.