Modern Professional Education Research Articles

SYSTEMS THINKING FORMATION IN THE CONDITIONS OF CLIP THINKING INFLUENCE ON THE PROCESS OF FOREIGN LANGUAGE TEACHING

Background. Modern higher education is focused on creating conditions for developing systems thinking skills and reducing the negative impact of clip thinking on the cognitive abilities of the younger generation. Digital technologies contribute to the development of students’ skills such as multitasking, reaction speed, a high degree of adaptability, but also negatively affect the perception of the world around them, students stop analyzing the information they receive and do not strive to make a complete picture of the fragments received. Purpose. Identify psychological and pedagogical conditions for the formation of systems thinking skills and reducing the negative impact of clip thinking on the process of learning a foreign language. Materials and methods. The study was conducted by analyzing scientific, educational and methodological literature and pedagogical experience in the formation of cognitive competence among students of higher educational institutions. The article interprets, analyzes and generalizes the theoretical principles and practical experience of developing students’ systems thinking skills, and also studies the influence of clip thinking on the cognitive process in foreign language classes. Results. The author identified the main learning difficulties caused by the negative impact of clip thinking, and proposed psychological and pedagogical conditions for their minimization and the formation of systems thinking skills. The basis of the psychological and pedagogical conditions is the implementation of problem-based learning through solving communicative tasks in the process of studying modern forms of the English verb. The obtained research results contribute to the methodology and technology of modern professional education, expand the understanding of the role of problematic communicative tasks in foreign language classes and speak about the need to rely on students’ ability to multitask and the mechanism of adaptation to information overload.

FEATURES AND ADVANTAGES OF THE DUAL FORMOF HIGHER EDUCATION

The advantages and possibilities of a dual form of higher education as a symbiosis of theoretical and professional-practical components of education are considered. In this case, the applicant receives all the necessary knowledge on the basis of a higher education institution (university or college), and practices them at an enterprise or company with which the institution cooperates. This system is currently being implemented in all European countries. Modern professional education, including higher education, lacks practical content. Instead, the dual form involves constant communication between the educational institution and the employer. Enterprises reserve the required number of training places for future specialists in higher education institutions. Students work in their chosen specialty during the entire period of professional training. There are various options for combining training and practice: three days at the enterprise and three days at the institution; classes in the morning, and work in the afternoon or vice versa. Depending on the chosen program and the agreement with the employer, applicants can spend a week studying theory and a week gaining practical experience, or two months attending lectures and the next two months working, developing and improving the acquired skills and abilities. Undoubtedly, the introduction of dual education requires adjusting industry standards and revising educational programs, designing learning outcomes that are required by the labor market. The concept of training specialists under the dual form of education, approved in Ukraine, regulates the rights, interests and obligations of educational institutions, employers, and students. Dual education makes it possible to turn students into mobile, competent, dynamic and experienced professionals who know what they want to achieve. It opens up new opportunities for professional training. At the same time, in the authors’ opinion, it is inappropriate to transform all professional education into dual education; this is a form of education for those who are able to combine study and work experience.

Changing the Education Paradigm to adapt to the Labor Market

The article explores an urgent problem in modern professional education — the imbalance between the spheres of practical experience and academic education. Education is still focused on academic knowledge, whereas employers are interested in hiring employees capable of quality work immediately after the graduation. The integration of Armenia into the general European educational space makes the problem of education quality even more urgent. The labor market’s shifts, which require specialists to possess specific professional abilities rather than a wealth of information or experience in order to successfully and quickly adjust to a new work environment, worsen this process. This has changed the educational paradigm from a qualification-based model to a competency-based model imperative, which can only be achieved through the recalibration of educational programs to be more adaptive to changing the needs of the labor market. This process has been ongoing for a long time, but the mechanisms for developing and validating programs are still far from perfect and do not always provide for extensive discussion with employers. This article discusses the conceptual principles of recalibration of bachelor’s and master’s degree programs based on the Dublin descriptors and Tuning methodology.

The impact of advanced augmented and virtual reality technologies on the evolution of modern professional art education

The impact of advanced augmented and virtual reality technologies on the evolution of modern professional art education

Professional Education of Teachers in Postgraduate Studies Based on Research Training

Introduction. The modern sociocultural situation requires the preparation of a teacher capable of developing a seeking, original, creative personality. Research activities become the means and background of the educational process at the university. The purpose of the article is to consider the theoretical and technological foundations of training in the research activities of graduate students. The subject of the article is the educational process of the university in the field of training 44.06.01 Pedagogical Sciences and Education. Object – the essence, functions and methodology of the mechanisms of evidence of a candidate’s thesis by means of research training. The methodological basis of the article is competence-based (to determine the educational results of a graduate student) and personal (to describe the personal results of research training for graduate students in the process of preparing a candidate’s dissertation) approaches. Research results. The author examines aspects of the research function of the university, its features in modern professional pedagogical education, mechanisms for the formation of research competencies in various ways and forms of the educational process of the level of training of scientific and pedagogical personnel in graduate school. Training, as a means of their formation, its essence, functions, educational and research goals, as well as the stages of organization and implementation (preparatory, presentation, analytical and generalizing) are updated for the graduate student to solve methodological problems and form the internal content, structural and formalized unity of the dissertation. In conclusion, a conclusion is made about the effectiveness of research training for solving methodological problems by a young applicant and forming the internal unity of his dissertation based on a theoretical review and SWOT analysis data with the strength of immersion in a professional research environment and the absence of barriers to productive research interaction identified by graduate students.

Phenomenon of Psychological Well-Being in the Context of Medical Students’ Satisfaction with Educational Activities

Introduction. Preservation and strengthening of mental and psychological health of students is one of the priority tasks of development of modern professional education in Russia. However, the recent studies into psychological well-being of medical students have shown an average and low level of its formation. The discovered problem is complicated by the lack of studies that would show the relationship between the peculiarities of the organization of the university educational environment and the satisfaction with the learning activities of students. This is important for the development and practical realization of optimal conditions for the formation of psychological well-being of medical university students. The aim of the study is to determine the specifics of the state of psychological well-being of medical university students in connection with the level of their satisfaction with learning. Materials and Methods. First, second and fifth-year medical students participated in the servey. The following diagnostic tools were used: “Scale of psychological well-being” (K. Riff) and “Questionnaire of satisfaction with educational activities” (L. V. Mishchenko). The analysis of the results of the study revealed statistically significant correlations between the scales of satisfaction with the educational activities of medical university students and their psychological well-being. Results. The analysis of the results of the study revealed statistically significant correlations between the scales of satisfaction with learning activities of medical students and their psychological well-being. Second-year students demonstrated high indicators of psychological well-being, the lowest ones were found in fifth-year students. The obtained results create prerequisites for comprehension of the process of optimizing the educational environment of medical school, focused on the preservation and promotion of mental health of students. Discussion and Conclusion. The conclusions of this study can be useful for the management corps of the university in order to develop and implement optimal psychological and pedagogical conditions for the organization of the educational environment and increase the level of satisfaction in the student community with all components of the structure of learning activities as one of the main conditions for the development of psychological well-being of young people.

Погружение в профессиональные пробы: методика кросс-функциональных команд

The research purpose is to develop a methodology for early professionalization (professional tests), which will allow the process of professional development to be brought from a state of uncertainty to a purposeful process, effectively implemented in practice. The relevance of the presented research is dictated by the need to make the right professional choice at the beginning of life – during schooling. Until now, to solve this issue modern youth relied rather on a number of social stereotypes and financial trends than on objective professional priorities. The author's study is based on the me-thodology of modern professional education. The research presents theoretically substantiated results of critical analysis and systematization of social and pedagogical theories, as well as experimental studies. The result of the conducted system analysis is the development of a methodology for cross-functional teams in the education system. Implemented in the learning process the methodology will contribute to the elimination of outdated educational methods and tools, as well as the development of new adaptive methods of working with students. This methodology will provide senior students with a unique opportunity to expand their professional horizons and try themselves in various fields of activity. Participation in a cross-functional team also provides an opportunity to receive recommendations on the formation of a further professional trajectory. The originality of the proposed methodology lies in the fact that it can be used not only for conducting a private study, but also in the pedagogical process as a whole, covering the entire spectrum of pedagogical innovations at various levels of the education system.

Требования к педагогу-наставнику в трудах К. Д. Ушинского и современных авторов: сравнительный анализ

This article describes a study devoted to the comparative analysis of modern requirements for a teacher-mentor and requirements for him in the works of an outstanding Russian teacher K.D. Ushinsky. The purpose of the study is to analyze the modern requirements for a teacher-mentor in comparison with the requirements of K.D. Ushinsky. The article reveals the stages of research: analysis of the works of K.D. Ushinsky «A guide to teaching on the «Native word», «The project of the teachers' seminary», «Preface to the first volume of «Pedagogical Anthropology», «Native word. A book for teachers», a comparative analysis of modern requirements for a teacher-mentor and the requirements for him by K.D. Ushinsky, generalization of research results and formulation of conclusions. The article reveals the stages of research: analysis of the works of K.D. Ushinsky «A guide to teaching on the «Native word», «The project of the teachers' seminary», «Preface to the first volume of "Pedagogical Anthropology», «Native word. A book for teachers», a comparative analysis of modern requirements for a teacher-mentor and the requirements for him by K.D. Ushinsky, generalization of research results and formulation of conclusions. The article analyzes the pedagogical works of K.D. Ushinsky and describes his requirements for a mentor as a teacher and educator, reveals the modern understanding of mentoring by the authors as professional support of a young (novice) teacher by a more experienced mentor colleague. K.D. Ushinsky in the «Guide to teaching on the «Native Word» imposes special requirements on the mentor – primary school teacher – awareness of mastering the native language, correct, literate speech, learning to understand oral and written speech, teaching students to express their thoughts in writing. In the «Teacher's Seminary Project», K.D. Ushinsky points out that a mentor should have not only professional knowledge, but also skills, as well as readiness to carry out his duties. According to K.D. Ushinsky, a teacher-mentor should have patience and special knowledge, as well as pedagogical tact and experience. K.D. Ushinsky places high demands on a teacher-mentor. His pedagogical ideas can be applied in the modern professional education of future teachers and in the mentoring activities of novice teachers.

The role of symbols in higher professional education

The article considers the peculiarities of knowledge translation in modern professional education, reveals the negative sides of scientificity of educational content. In particular, the separation of the subject and object of research characteristic of scientific consciousness can negatively affect the formation of the subject of professional activity in the process of professional education. After all, the subject of scientific research, in order to remain in scientific positions, should not be partial to the studied object, inextricably link his life with it. At the moment, higher school should not only transfer scientific knowledge to future specialists, but also educate them as professionals, linking their lives with their profession, as well as patriots, ready to defend their country. In this regard, since this year a new subject - "Fundamentals of Russian Statehood" - has been included in the curriculum. At the same time, students' mastering the content of this discipline as a purely scientific one may not lead to the formation of their patriotic position. In this regard, the authors of the article suggest that when teaching such disciplines to emphasize not on the scientificity, but on the symbolism of the content taught. In this connection, the article considers the differences between scientific and symbolic content of education, defines the concept of symbol, establishes the role of symbols in human life and education.
 Material and methods. When writing the article we relied on the works of A. F. Losev, in which he unfolds a dialectical understanding of the symbol and its role in people's lives. Following A. F. Losev, we use the dialectical approach to understand human existence and the role of symbols in it. Naturally, the education of people is inextricably linked to their existence, which means that it cannot do without symbols. Relying on the dialectics presented in the works of A. F. Losev, we designate this approach as dialectical-symbolic.
 Results. According to the results of our study, in the process of education it is necessary not only to transfer scientific knowledge to students, but also to familiarize them with appropriate symbols. Such familiarization will allow to form them as patriots of their country and as full-fledged subjects of professional activity.

Immersive Theatricalization: Art-Pedagogical Technology in Professional Education

The article examines new opportunities and risks in modern professional education associated with digitalization, as well as the variability of the introduction of immersive theatricalization as part of art-pedagogical activity and its potential from the point of view of preserving the humanistic orientation of education. Immersiveness is presented in the article as an independent technology that includes elements of theatricalization, play and reflection, and provides interactivity in the learning process. The advantages of using immersive theatricalization in professional education are considered: activity in an educational and professional environment as close as possible to the real activity of a future specialist, increased motivation and development of professional and personal capabilities, in particular pedagogical artistry, communicative qualities and organizational abilities. Promising directions for the introduction of immersive theatricalization are identified: special training of teachers, correlations objective competence and subjective assessment of students’ achievements, development of psychophysiological, emotional and cognitive capabilities of future specialists.

Professional education of officers: modern trends

Introduction. The professional education of Russian officers has always been of particular importance in ensuring its security and sovereignty. During the periods of the highest military victories and successes, it was based on national ideas and values, folk and military traditions. The beginning of their modern revival in our country provides a unique opportunity for the development of a full-fledged institute of professional education, conducting its activities on a scientific pedagogical basis.Materials and Methods. In the course of this study, the methodological foundations were system, socio-cultural and axiological approaches.The key concepts studied and used in the work are "professional education", its "ideological and value foundations", "modern trends in education", "traditions and innovations in education".Results. Professional education of officers in higher military educational institutions is understood by us as a systematic and planned activity of the state, society, military administration bodies for the training of highly professional military specialists, patriots of the Fatherland, carried out by pedagogical methods and means.Ideology plays a special role in education, which gives students an attractive image of the future, and values, the internalization of which ensures the formation of professionally necessary qualities in cadets and students.As revealed in the course of the study (5 monographs have been prepared on the problem, 4 of which are collective, and 16 articles in the journals of the RSCI and the Higher Attestation Commission of the Russian Federation), corporate (officer) traditions play a special role in professional education.The result of the effectiveness of professional education based on the ideas and values of Russian officers in the Novosibirsk VVKU is the readiness of graduates to defend the Fatherland. In the post– Soviet period, thousands of graduates were awarded state awards, 26 of them were awarded the title of "Hero of the Russian Federation", including 7 for participation in a Special military operation.Discussion and Conclusions. The professional education of cadets and students of military universities is successfully carried out on the idea of patriotism and national Russian values, approved by Decree No 809 of 9.11.2022.Its current trends are:– the formation of a nationally-oriented value-ideological basis;– return to the ideas of collective education that meet the ethnic traditions of the peoples of Russia;– balanced use of traditional and innovative forms and methods of education;– pedagogization of modern professional education, rejection of excessive use of manipulative technologies, priority use of persuasion and example methods by teachers.

The Integration of Soft Skills in Professional Education: Exploring the Importance of Communication, Teamwork, and Interpersonal Skills in Professional Training and the Methods Used to Incorporate them into Educational Programs

The integration of soft skills, encompassing communication, teamwork, and adaptability, is of paramount importance in modern professional education. This study explores the significance of these skills and the methods used to incorporate them into educational programs. Through a mixed-methods approach, including surveys and interviews, we assess perceptions, examine correlations with job performance, and identify the most emphasized soft skills. Our findings highlight a consensus among stakeholders on the importance of soft skills, positive correlations with job performance, and an emphasis on specific skills in educational programs. Recommendations include faculty development, curriculum enhancement, resource allocation, cultural change, continuous assessment, and cross-functional collaboration. These insights inform the ongoing discourse on the integration of soft skills in professional education, offering actionable strategies for better preparing individuals for success in the contemporary workforce

Analysis of factors influencing the academic education of future bachelors in Electronics in Ukraine

The relevance of the chosen topic is determined by its importance in the context of the modern professional education system in Ukraine. This is influenced by contemporary trends: the need for highly qualified specialists, the improvement of the quality of educational services, and the implementation of innovations. Accordingly, the growing role of electronics in the modern world creates the need for highly qualified bachelors in Electronics. Analyzing the factors that affect the quality of academic education in this field will help identify key aspects that will contribute to the training of competent specialists. The purpose of the research is to investigate various factors that influence the quality and effectiveness of academic education for students pursuing a degree in "Electronics" in Ukraine. Considering the multifaceted manifestations, functional ambiguity of factors in the academic education of future bachelors in Electronics, their analysis required the use of a range of methods: search-oriented, analytical, comparative, systematization, documentation analysis, systemic, and synergetic. Within the framework of the research, three reports on the results of accreditation expertise of the bachelor's degree educational program in specialty 171 "Electronics" were selected from the State University of Intellectual Technologies and Communications, the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute", and the National Aviation University. Based on the obtained results, it is worth noting that one of the key factors that can influence the quality of the academic training aimed at students is the qualification of teachers. The factor of the availability of the possibility of forming an individual educational trajectory for students is a relatively new but quite a relevant one. Another important factor is the quality of the educational program, which is the foundation for the activities at higher education institutions. The state of educational infrastructure, including the availability of modern equipment and laboratories that can help students acquire practical skills in Electronics, is no less important. It is appropriate to note that the listed factors can interact and influence the academic success of future bachelors in Electronics in Ukraine. To ensure students’ success, it is essential that universities properly take these factors into account and create favorable conditions for learning and development.

In search of a modern character of a doctor: what examples to learn from the greats? Part I

At present, additional courses are increasingly being introduced into the postgraduate medical education program, which contain discussions on the personal qualities of a doctor and the functions of the medical profession. To that end, certain moral and ethical reference points are selected from the biographies of physicians of the "past", which are elevated to an ideal and repeated in every biographical article without proper professional evaluation. There is a mythologization of the image of a doctor among the professional community and the reason for this trend, in part, lies in the false idea that the history of medicine can be written without specialized knowledge and without the tools that historians use when analyzing biographical information.The article provides a general overview of the development of medical knowledge, which was influenced not only by political and economic, but also by religious factors. A specialized approach used by historians in the analysis of biographical information is considered. A different view is offered on the potential of interpreting the image of a doctor, evaluating the activities of physicians of the past and forming examples for doctors of the future that would be in demand in modern professional education.

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ ВИХОВАТЕЛІВ ДО РОБОТИ З СІМ’ЯМИ УЧАСНИКІВ БОЙОВИХ ДІЙ

The study of the problem of professional training of future educators to work with the families of combatants acquires universal relevance, because it is designed in a special way to study issues of the development of the communicative competence of an individual. The article, based on scientific sources, reveals the professional training of future educators to work with families of combatants. The psychological and pedagogical studies of outstanding scientists were analyzed, in which it was stated that an important task of modern professional education is the training of specialists capable of contributing to the implementation of the state-societal approach to the development of the educational space, the integration of social institutions into the solution of priority socio-economic issues. It was found that an integral component of professional education is the professional training of future educators, which is interpreted by scientists as an objectively existing learning process (teaching and learning), assimilation of professional general pedagogical and methodical knowledge by the future teacher, development of relevant skills and abilities of the student during pedagogical practice; formation of his needs for self- education, self-improvement and self-realization; achieving for this purpose the unity of pedagogical theory and practice, fundamentality and mobility, scientificity and cultural relevance of professional knowledge. It is also stated that communication, which plays an important role in working with such families, is a necessary component of the future educator's professional activity for working with families of combatants. The individual approach to communication, which the future educator carries out, requires in-depth study and knowledge of each family member, his psychological and psychophysical features. The diagnostic methods used with children are presented, in particular: the children's version of the Wechsler test; "cards" of the three-fold Amen; children's version of the Rosenzweig method; children's version of the Eysenck personality questionnaire; R. Zhil's sociometric method; picture tests; technique of unfinished sentences; the Diembo-Rubinstein method.

Роль дизайн-мислення у сучасній професійній освіті: сприяння інноваціям та проблемне мислення

The modern development of society and technology has presented new challenges to professional education in preparing creative, innovative, and analytical professionals across various fields. In this context design thinking, which was initially employed in design professions, is gaining increasing popularity as a vital tool for developing creativity, problem-solving, and seeking innovative solutions in various professional domains. Design thinking is an innovative approach to problem-solving that is based on design principles and considers user needs. It is directed towards understanding the essence of the problem, identifying possible avenues for its resolution, fostering a creative process of idea generation, and testing solutions in practice. Design thinking extends beyond artistic aspects; it emphasizes the synthesis of knowledge from diverse fields to achieve optimal results. Empathy is one of the key elements of design thinking – the ability to sympathize and understand the needs and problems of users. This aspect is particularly crucial in professional education as it fosters the development of responsible and ethical leaders capable of designing products and services that cater to the real needs of society. Design thinking also nurtures problem-solving skills – the ability to consider a problem from different perspectives and find the most effective solutions. Integrating this approach into professional education helps students develop creative and original approaches to problem-solving, encouraging them to cultivate independent critical thinking. Another advantage of this methodology is its ability to promote teamwork by involving diverse specialists in collaborative problem-solving efforts. In the contemporary world, where complex problems demand integrated approaches, this ability is particularly valuable in professional endeavors. However, implementing design thinking into professional education faces certain challenges. Insufficient understanding of this approach and inadequate preparation of educators may impede the integration of design thinking into curricula. Additionally, existing stereotypes about design might hinder its adoption across various fields. Thus, the article focuses on the role of design thinking in modern professional education, highlighting its potential in fostering innovation and problem-solving. It analyzes the advantages of this approach and provides examples of successful implementation in various domains. It also identifies challenges that arise in the process of integrating design thinking into educational programs and proposes strategies to overcome them.

COMMUNICATIVE-ACTIVITY APPROACH IN COMPETENCE ORIENTED EDUCATIONAL PROCESS OF HIGHER EDUCATION

The article determines the features of the implementation of communicative-activity approach in competence-oriented educational process of higher education. The prospects and directions of development of the modern educational system are actualized. Society more than ever needs new specialists, who would find answers for the challenges of the era and effectively implement them in the process of daily professional activity. The author substantiates the idea that the dominant is the creation of creative and developmental environment of the modern university, which begins with creation of a team of like-minded teachers, who broadcast and produce value attitudes, ideas of self-worth, openness, goodwill, respect to the dignity of human with faith in capabilities on the basis of ethnically oriented pedagogy. It is proved, that a person-oriented education should prepare future specialists to professional life as a continuous act – to deed life, which is a vertex entity, a spiritual apogee in human activity: development of morally responsible independence, originality, self-awareness, self-action, uniqueness as a value basis of the individual`s life. Such value-semantic ideas that represent the essential forces and should determine the change in such structural components of the system education as a goal, content, forms and means of modern professional education. Research methods applied: analysis, synthesis and systematization of scientific literature on pedagogy, psychology, philosophy, sociology, encyclopedic and reference, educational and methodological publications, regulatory and legal acts, information resources of the Internet - to clarify, compare and compare approaches in the direction of the outlined problems. The article reveals that the ideas of self-worth, openness, sincerity of each personalities are essential for facilitating the education process, where human`s personality is a unique holistic system that has opportunities for self-development. This partnership between the teacher-facilitator and future specialists will create conditions for personal and professional growth, self-actualization, revealing the abilities of all participants in the educational process on the basis of productive communicative interaction, the atmosphere of the unconditional acceptance, respect for dignity, trust and positive frankness.

Czech Preschool Teachers’ Contrasting Beliefs about Inquiry-based Activitie

Using a self-reporting measure, the study examined IBA-related beliefs of Czech preschool teachers (n = 1,004). In addition, it explored the beliefs of teachers who strongly agreed (n = 564) and those who strongly disagreed (n = 67) with the implementation of IBA in preschool classes. The findings show that teachers within the full sample, as well as those within the contrasting subsamples, hold considerably strong beliefs about the potential of IBA for children´s cognitive development. At the same time, teachers are aware of the challenges associated with implementing IBA. Teachers who strongly favour IBA have significantly stronger beliefs in the benefits that IBA bring to children and also have stronger beliefs about the knowledge and skills teachers need for IBA planning and implementation than has the group that strongly rejects IBA. In contrast, teachers who strongly reject IBA have stronger beliefs that IBA cause problems in preschool classes. The group of teachers who strongly favour IBA have higher levels of education and fewer years of practice than the contrasting group. They are mostly younger teachers who received a modern professional education and who are more open to newer instructional strategies such as IBA.

The concept of teaching clinical hemostasiology in internal medicine

Modern professional education of internists is being updated at an intensive pace. This is primarily due to the fact that medicine and its technologies do not stand still, rushing into a high-tech future. In this regard, people have great hopes for highly effective conservative care, including for hematological diseases. Basic research on the mechanisms of blood clotting has greatly improved the knowledge of complex pathophysiology. These advances have led to a more complex decision-making process, which is reflected in the complex effect of hemostasis imbalance on the complement system, immunity and inflammation, and hence on the treatment of hemostasis disorders. Given this rapidly changing context, optimal educational activities are needed to disseminate knowledge among health professionals and develop their competencies in this field. Specialized professional associations can provide support and training offerings that facilitate access to relevant resources and tools to enable high-quality, up-todate basic and clinical research.

To the question of formation of intercultural communicative competence in professional education

Formation of intercultural communicative competence in a future specialist is an urgent problem of modern professional education. Problems of training graduates of higher educational institutions who are able to solve communicative and professional tasks in an international context are considered in the article from the position of competence-based approach. It is shown that intercultural communicative competence has an integrative nature and it is a complex interdisciplinary problem. The structure and components of intercultural communicative competence, its cultural and anthropological aspect, which is no less important than the linguistic one, are analyzed. It is substantiated that competence-based approach sets the goal for teaching foreign languages to form a linguistic personality capable of going beyond their own culture, but saving own cultural identity. The European experience in the formation of competencies that an applicant for education must master in order to be able to communicate productively in a foreign language in a broad social and professional context is analyzed. It is concluded that in order to form intercultural communicative competence among students of non-linguistic specialties, it is necessary to improve methods of teaching foreign language, to acquaint students with history, modern reality, culture, way of life, and style of behavior of the country which language is being studied. It is also advisable to include elective disciplines in the curricula such as basics of theory of intercultural communication, theory of discourse, theory of argumentation, etc.