The study aimed to model how the value orientations of humanities students transform through intercultural interaction, drawing on speech and textual indicators. The research was designed as a phased mixed-methods study, combining the analysis of educational framework documents with paired “before/after” measurements based on a corpus of student texts, group discussion materials and questionnaire results. The empirical stage took place at Kyrgyz State University named after I. Arabaev in Kyrgyzstan between January and September 2025. An operational three-level model of transformation was subsequently proposed, comprising values and attitudes, communicative skills, and knowledge and critical understanding. Changes were recorded through measurable speech parameters, such as the inclusivity of nominations, categorical judgements, reflexivity of statements, academic accuracy when working with sources, quality of cultural commentary, and the ability to analyse the pragmatics of a text rather than merely declare it. Quantitative analysis of paired texts normalised per 1,000 words showed that the frequency of inclusive linguistic units increased from 6.8 to 11.4, and the frequency of reflexive markers increased from 4.5 to 12.7. Meanwhile, the categorical index decreased from 14.2 to 7.9. In terms of skills, the frequency of argument reformulation episodes in discussions increased from 1.8 to 4.6 per discussion, the quality of cultural commentary in translation tasks improved from an average of 2.6 to 4.1 out of 5, and the proportion of correctly formatted and functionally integrated references grew from 68% to 89%. There was also an improvement in the level of critical understanding: the proportion of correct identifications of discursive strategies increased from 58% to 81%; the proportion of accurate identifications of stereotypical frames increased from 43% to 74%; and the overall score for analysing the pragmatic function of a text increased from 2.1 to 4.3 points. Questionnaire measurements indicated growth in tolerance for ambiguity (from 3.12 to 3.89), responsibility in speech (from 3.34 to 4.21) and intercultural communicative confidence (from 3.28 to 3.94). The intensity of participation in intercultural activities was found to correlate positively with a reduction in categorical judgements. The study’s practical significance lies in the potential application of the proposed system of speech indicators and the described model as tools for designing, evaluating and adjusting intercultural educational practices within humanities programmes. This could be used to develop criteria for assessing written work, peer assessment procedures and tasks that promote sustainable, value-based change