Formation Of Soft Skills Research Articles

Individual Educational Program as a Tool to Personalize Education

The article deals with the introduction and implementation of individual educational programs in higher education on the example of ITMO University. In today’s higher education, there are new trends towards personalization of learning, the quality of the educational process organization coming to be understood correspondingly. The purpose of this article is to analyze the role of individual educational programs in the context of improving the quality of higher education. The article describes the stages and mechanisms of education transformation at ITMO. Education individualization at ITMO is based on the «ITMO code», on soft skills formation, and on accompanying digital solutions, as well as on systems to support and develop the teaching staff ’s competencies. The authors show opportunities for education personifi cation at ITMO and ways for its further development. The article may be of interest to managers and management teams of higher education institutions, as well as to higher education researchers.

FORMATION OF SOFT SKILLS IN PUPILS THROUGH THE CONTENTS OF “CIVIC EDUCATION” COURSE

The article researches the didactic resource of the subject field “Civic Education” regarding the possibilities to form a complex of soft skills at high-schoolers. The means of analysis of the methodological tools of the course revealed that the main components of soft skills, which were summarized in four groups in the study, namely: educational, literacy skills, social and personal skills, can be acquired at the lessons; groups of methods that can be used as trainings to form comprehensive skills at pupils were proposed. In the course of the study, it was established that some universal skills, such as leadership qualities, time management, flexibility, need to be specified through separate courses, which was the area of mutual responsibility of the subjects of the educational process. It was confirmed that teaching should take place on the basis of a balance between the formation of hard skills and soft skills, which corresponded to the conceptual principles of the New Ukrainian School reform and the new challenges of a globalized society. The relevance of the idea of a holistic approach to education grounding on the principle of balance, which involved a harmonious combination of mental development with emotional, creative, and spiritual one was determined; inclusiveness, which meant building an educational process based on dialogicity, partnership and connection of knowledge and experience. It was confirmed that the search for effective strategies for the formation of soft skills and forms of their implementation by means of subjects of various educational fields remained a promising direction of research in pedagogical theory and practice, requiring reflection and dissemination of experience at various levels of education.
 Keywords: soft skills; universal competences; educational process; civic education; comprehensive skills; methods of soft skills formation; holistic approach to teaching; educational practices.

THE CONCEPT OF THE SOFT SKILLS AND EMOTIONAL INTELLIGENCE DEVELOPMENT

The article substantiates the importance of the formation of soft skills and emotional intelligence in the context of studying at a higher education institution. The struggle to get a job and keep it is getting harder because of shifting educational patterns, the flexibility of educational programs, and the abundance of highly skilled workers. Students are forced to supplement their hard talents with soft skills to show their actual potential to get an advantage over rivals. When compared to soft skills, which are self-developed, interactive, communicative, human, and transferrable capabilities, it has been proved that hard skills are academic abilities, experience, and degree of competence. This is very important nowadays to know the answer to the question of what is meant by the term soft skills and emotional intelligence. The article draws on various sources in literature to define the concept and it has been explored how soft skills and EI are important to everyone in every context. It entails the involvement of personal aspects within any relationship. Soft skills are important to students, as they are linked to job performances and career development; they are crucial for employees who need to manage their interactions and emotions to interact effectively with customers and get engaged with the workplace missions; for management and leadership skills, as they help lead teams towards common and shared goals, accomplish organizational missions and support organizations in their future directions and visions.

Components and Psychological Characteristics of Soft Skills

The development of soft skills is in the focus of attention of the world's largest companies and organizations, in particular, the Organization for Economic Development and Cooperation (OECD), the World Economic Forum (WEF). This is due to the fact that geopolitical and technological trends determine the skills that future specialists need to meet the requirements of the labor market. In the conditions of technological development of a dynamically developing modern society, radical changes in world education, expressed in the formation of a single educational space, the needs of the subjects of education have strengthened the requirements for higher education. As part of this process, new educational standards, a new system for assessing the quality of education are being introduced, modules of educational programs integrated with production are being developed. This, in turn, contributes to the search for the closest and optimal ways to form soft skills of graduates of higher educational institutions to real working conditions. Interdisciplinary direction plays a crucial role in almost all professional fields. The problem of the development of soft skills since the middle of the last century has been dealt with at various times by many scientists who consider and study the concept of soft skills in various aspects. This article, presented in this regard, substantiates the relevance of the formation of soft skills in future specialists. The definitions of the concepts of skill, soft skill, which have been studied and formulated in the fundamental research works of research scientists, are given. Classifications of scientists from far and near abroad by components of soft skills and their psychological component are systematized in the form of tables. As a result of the theoretical analysis, the authors identified the main components of soft skills, such as emotional intelligence, communication skills, critical thinking skills and leadership. The psychological features of the components of soft skills and their relationship are determined. The most important factors of the information and communication technologies (ICT) market are defined as technological development, continuous expansion of the ICT space, the need for a high level of soft skills. The importance of the formation of soft skills among graduates of higher educational institutions is shown.

Формирование soft skills посредством применения дидактических игр с цифровыми компонентами на ступени общего образования

Digitalization has changed the methods of developing new skills and abilities in schoolchildren. New approaches have to be designed to plan training sessions and implant the basic ideas about professional competence. Modern supra-professional skills also require novel methods. This research featured digital didactic games as a means of developing supra-professional competencies. The authors reviewed available publications on professional and supra-professional competencies and their development methods. They described the semantic structure of the soft skills formation model through the use of digital didactic games. Didactic games are effective in developing soft skills and have a great digital potential, e.g., certain parts of a didactic game can be digitally personalized. The article describes didactic games, their requirements, and specific soft skills that are considered mandatory as part of supra-professional skills. The research relied on the principles of consistency and the holistic approach to academic processes, as well as on the connection between logic, history, theory, and practice. The article can help educators to develop new didactic games for various disciplines.

Педагогические условия формирования гибких компетенций младших школьников на основе метода обучения в сотрудничестве

The aim of the study is to identify and experimentally test the pedagogical conditions for soft skills formation among younger schoolchildren based on the cooperative learning method. The paper presents the substantiation for these conditions and discusses the results of assessing the effectiveness of their implementation. Scientific novelty of the study lies in selecting and structuring the content of the extracurricular activities programme for soft skills formation among younger schoolchildren in the conditions of cooperative learning taking into account constructive foreign experience. The cooperative learning method was chosen as the central method of forming soft skills in younger schoolchildren, its use contributed to improving the effectiveness of the indicators of the process under consideration. As a result of analysing the data obtained, it has been proved that the proposed extracurricular activities programme for soft skills formation among younger schoolchildren based on the cooperative learning method helped to develop their creative and critical thinking, skills of effective interaction with others, as well as the abilities to solve situational tasks that determine the life success of primary school graduates.

ИНСТРУМЕНТЫ ФОРМИРОВАНИЯ МЯГКИХ НАВЫКОВ В ИНОЯЗЫЧНОМ ОБРАЗОВАНИИ

The article is devoted to the problem of the formation of soft skills in the process of teaching a foreign language. Modern workers are characterized by greater autonomy in decision-making, as well as fewer repetitive tasks and the need to work with people at all levels of labor organization. Such changes require an additional new set of skills for the members of the organization. As a result of the alignment of the traditional organizational hierarchy, employees at all levels must now possess “soft” skills. Today, the problem of the formation of soft skills remains relevant due to the insufficient study of this issue in the pedagogical literature. Soft skills are not a pedagogical problem, but belong to the sphere of interests of psychology. Therefore, the search for methods and technologies for the formation of these skills is still relevant. Soft skills are an important part of the professionalism of a specialist of any profile. The concept of “soft skills” has a broad interpretation, however, both European and Russian researchers of this problem identify a number of common features for all definitions, namely: communication, critical thinking, problem-solving ability, creative thinking, ability to cooperate, time management, ability to work in a team, leadership. Soft skills are a set of supra-professional skills and personality qualities that are in demand in the labor market for the effective implementation of professional competencies.The author of the article describes the ways of their formation: direct and indirect. Analyzing his own pedagogical experience, the author offers two tools for the formation of soft skills in the process of teaching a foreign language. A trend session is an effective way of organizing group work aimed at developing such important skills as the ability to communicate, work in a team, and the ability to organize effective cooperation. Foresight technology is aimed at developing the skills of foreseeing the development of the situation, planning and organizing cooperation.

The attitude of future ecologists to the formation of soft skills in the context of achieving sustainable development goals

Ecological specialists have an important role to play in achieving the Sustainable Development Goals adopted by the United Nations. To do this, they need not only professional, field-specific (hard), skills but also universal, meta-subject soft skills. The article presents the results of a survey study of the attitude of students, future ecologists (229 respondents), to the formation of soft skills in the educational process. The data obtained are generally consistent with the well-known models of flexible skills (in particular, “4Cs”), as well as with the core competencies for sustainable development proposed by UNESCO. It seems appropriate to intensify the actions of the academic community (university and college administration, teachers, tutors, authors of textbooks, etc.) aimed not only at the development of students' environmental self-awareness, but also at the practical development of their abilities necessary for systematic, critical and creative, individual and team identification, solution and prevention of environmental problems of various scale and level in conditions of uncertainty.

Мягкие навыки: определение, содержание, развитие (по данным научной литературы)

The research examines the concept of soft skills, which include qualities, attitudes, problem-solving skills, leadership and interpersonal skills, communication skills and emotional intelligence. We consider social intelligence as the basis for the formation of soft skills. These skills are important for effective interaction and decision-making in the business process, communication in teams and teamwork. It also discusses such an important concept for the justification and development of soft skills as “social intelligence”, which includes knowledge and understanding of the main ways of communication, leadership, decision-making and teamwork, as well as the ability to evaluate the interaction between people and the ability to use these factors to improve work results. The development of social intelligence requires not only practice, experience and constant self-improvement, but also a special approach based on the basic principles of adult pedagogy.

ПОТЕНЦІАЛ НАВЧАЛЬНОЇ ДИСЦИПЛІНИ «ІСТОРІЯ АВІАЦІЇ» У ФОРМУВАННІ «SOFT SKILLS» ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ

The article is on the issue of the formation of universal soft skills of higher education students in aviation specialties in the process of teaching the academic discipline ″History of aviation″ at the Flight Academy of NAU. It is emphasized that soft skills are not only key predictors of professional development, but also ensure the formation of an active, creative position in relation to one's activities and one's own life. The article pays special attention to the substantiation to the possibilities of interactive teaching methods used in classes – ″case study″ and ″debates″ – in the context of the process of developing flexible skills of students related to social, intellectual, volitional and leadership competencies. The purpose of the article is to clarify the notion ″soft skills″, to analyze the component composition of universal skills of a modern aviation specialist, as well as to study methods and technologies of teaching ″History of aviation″ for the purpose of soft skills formation of students of higher education. It is essential to single out three areas as for the formation of ″soft skills″: cognitive, active and personal. The following technologies ensure the highest effectiveness of the educational process: problem and exploring technologies (partial exploring training, problem and research training, training based on ″brainstorming″ and others); modelling training technologies, or edutainment (situation playing, story playing, simulation, etc.); communicative and dialogic technologies (problem discussion, intergroup dialogue, discussion with playing modelling and some others). The training process at aviation higher school has to be targeted simultaneously at professional competences formation and transfer of fundamental knowledge in aviation field, as well as development of soft skills that will permit future graduate to ensure the functioning of the main production processes; to manage the situation optimally, to build team interaction, to have flexible approach in decision-making. History disciplines have great educational potential, promoting the development of personal qualities of students, make substantial contribution to improving quality of professional education and can be considered not only as academic discipline, but also as a means of obtaining valuable information regarding intellectual development and professional growth, improving students' mental skills. In our opinion, academic discipline ″History of aviation″ is an effective means of soft skills students' development. It was concluded that the introduction of interactive technologies will contribute to the intensification of the educational process, the formation of skills and habits that ensure the success of students' self-realization. Key words: ″soft skills″, students of higher education of aviation specialties, academic discipline ″History of aviation″, interactive teaching methods, innovative educational technology, case-study, ″debate″ technology.

Модель формування наскрізних умінь молодших школярів на уроках інтегрованого курсу «Я досліджую світ»

The article is devoted to the issue of soft skills formation in primary school students. Cross-cutting skills of primary school students are considered as a multifaceted ability aimed at the student’s socialization. It includes psychological, cognitive, intellectual and communicative interaction for the purpose of managing one’s own educational and professional activities; awareness and appreciation of the interdependence of people and systems in the global world. An author’s model of forming the researched quality of primary school students in the lessons of integrated course «I Explore the World» has been developed and theoretically substantiated. The model consists of three interconnected blocks: methodological-objective, content-activity, and assessment-result. For the blocks of this model theoretical justification has been provided, their content has been disclosed. The purpose, approaches, principles, content, organizational forms, technologies, methods, and resources that ensure the functioning of the presented model have been identified. Components, criteria, and levels of forming soft skills of primary school students in the lessons of integrated course «I Explore the World» have been identified. Emphasis has been placed on the fact that the model of forming soft skills of primary school students in the lessons of integrated course «I Explore the World» is holistic, as all its elements are interconnected.

The role of soft skills formation among foreign language teachers

n the 21st century, in the era of globalization, modern teachers, in order to successfully implement their professional activities, need additional skills, so-called «soft skills», without, which even the best professional, nowadays cannot achieve a good result. In accordance with the purpose and objectives of this research, there was investigated and determined the level of soft skills among foreign language teachers of the Akmola region. In order to determine the soft skills, which are related to the teachers’ professional competence, there was conducted a questionnaire survey in “Google form” consisting of 16 questions. The total number of respondents was 363 teachers from different districts of the Akmola region. As part of the research, the survey participants were asked to answer questions about the “soft skills” definition and concept. The results of our study revealed an insufficient level of soft skills among 74% of the respondents, which suggests the analysis and adjustment of educational programs for the training of foreign language teachers.

On the Formation of “Soft Skills” as the Equivalent of Professional Competencies: A Forecast of Educational Trends

The authors of the article study the soft skills formation in the framework of professional competencies. The aim of the article is to formulate the soft skills characteristic, its components, as well as to analyze methods and techniques of soft skills training and development prospects in the conditions of the world’s globalization, technical progress, economic and political changes. For this purpose, one used the following methods: the analysis of existing scientific publications on the topic of “soft skills” in the educational space and their correlation with professional competences. The comparative method was used in the analysis of soft skills formation of Ukrainian education and European practices. In the analysis of soft skills individual components, the inductive method was used. The results of the study have led to the understanding of soft skills prospect as a fundamental requirement in the modern labor market. The soft skills are universal needs of today’s education.

Soft Skills Development in Future Primary School Teacher’s Training

The article deals with the importance of having soft skills nowadays. Through the analysis and synthesis of scientific and methodical sources, it was found that soft skills are flexible, sometimes non-special, acme competencies for the successful performance of professional duties. 
 The purpose of the article is to reveal the content and the conditions for soft skill development in the process of training future primary school teachers, in particular, during the Ukrainian language teaching methods.
 To reach the purpose of the article, a set of research methods was used: theoretical: analysis of linguistic, educational, psychological, and methodical literature on the problems; synthesis, generalization, comparison; studying the work experience of higher education institutions teachers, defining the conceptual apparatus of research; empirical: observation and analysis of pedagogical phenomena and processes, collective and individual conversations with the aim of identifying the main contradictions and shortcomings in the content, teaching methods to identify the problems of soft skills formation in the process of learning the Ukrainian language teaching methods.
 Results. It was determined that the term “soft skills” in the context of training a future primary school teacher is considered as a set of personal skills aimed at developing successful, productive learning of primary school pupils, the ability to communicate effectively with direct participants during the educational process (pupils) and indirect participants (colleagues, administration, pupils’ parents).
 It has been proven that the new communicative environment enables the productive organization of the educational process participants, encourages creativity by means of developing the potential of methodological techniques, and operations in the form of various documents (working materials) aimed at obtaining the information with a powerful didactic resource for studying professional courses. The analysis of the professional standard “Teacher of the primary school of a general secondary education institution”, which was developed on the basis of the working functions of a teacher and involves a review of attitudes towards professional qualities and changes in stereotypes of the professional development, made it possible to identify a number of soft skills that must be formed in accordance with teacher’s working functions.
 It has been found that soft skills include leadership qualities and the ability to work in a team, the ability to teach and negotiate, set and complete tasks, time management, purposefulness, effective communication skills, presentation skills, stress resistance, creativity and analytical abilities.
 The attention is focused on the communicative aspect of soft skills. An employee with strong interpersonal communication skills can formulate his needs and expectations from the team and environment and listen carefully to others. She/he should communicate with the participants of the educational process in such a way that everyone has the feeling that he was heard and understood, and even the refusal was done professionally, without leaving a residue of indifference and hostility. The exercises and tasks for forming soft skills during the course of Ukrainian language teaching methods are offered.
 Conclusions. The necessity of updating the content of educational programs and courses of the specialty 013 “Primary education” to further develop future primary school teachers’ soft skills is proven since their professional and personal success depends on soft skills formation.

PELATIHAN FOTOGRAFI PRODUK MENGGUNAKAN SMARTPHONE UNTUK MENINGKATKAN VISUAL BRANDING PADA UMKM KERAJINAN TANDUK SAPI DESA PUCANG, MAGELANG

Product photos with smartphones can be a solution for MSMEs in facing the risk of access to the market. Smartphones are now equipped with cameras and photo editing applications that are very adequate and easy to create visual branding. One of the product photos used in the Community Service (PkM) training this time is product photography. The partner of this PkM is "Toko Subur", which is a horn and souvenir handicraft business which is located in Pucang Village, Secang, Magelang. The problem raised is the limitation of soft skills in applying smartphones for product photography purposes. For this reason, the PkM Team provides a solution in the form of simple product photography training using a smartphone and other supporting properties. The method used is direct training using a smartphone or simple property for SMEs "Toko Subur" as well as joint discussions regarding the obstacles they face. The output of this PkM is the formation of soft skills for MSME actors in the field of product photography to create visual branding so that they are able to attract potential consumers and increase sales from both social media and e-commerce.

РОЗВИТОК КРИТИЧНОГО МИСЛЕННЯ У МАЙБУТНІХ ВИХОВАТЕЛІВ ПІД ЧАС ВИВЧЕННЯ ДИСЦИПЛІНИ «ФОРМУВАННЯ SOFT SKILLS СУЧАСНОГО ФАХІВЦЯ ДОШКІЛЬНОЇ ОСВІТИ»

Today, the need for the formation and development of critical thinking attracts more and more attention from foreign and domestic scientists. It was found out that this is primarily due to the lack of independence, social orientation, motivation and effectiveness of thinking of the younger generation. There is a tendency to increase the flow of information with which a person interacts on a daily basis, but the question arises not only of perceiving and memorizing this information, but also of critical understanding, highlighting important characteristics, and achieving the truth of knowledge. The development of critical thinking becomes the main task of education, in particular higher education, it is an important component of the intellectual development of future teachers. The article considers the need to develop critical thinking skills in future educators. The didactic features of the mentioned phenomenon among students of higher education in the specialty 012 Preschool education during the study of the discipline «Formation of soft skills of a modern specialist in preschool education» were revealed. Education focused on the development of critical thinking is an urgent methodological problem of modern education. Techniques for the development of critical thinking make it possible to obtain positive results in the formation of active mental activity of students. The specified type of thinking is aimed at developing skills for working with information, the ability to analyze and apply this information in solving professional situations. Based on the analysis of scientific literature, the interpretation of the concept of «critical thinking» from the perspective of psychological and pedagogical science, namely the views of researchers of the past and modern scientists, is highlighted. The author describes the methods and techniques of developing critical thinking. Among them, the following were found to be effective: «INSERT», «Open microphone», «Brainstorming», «Conjecture tree», «Written discussion», «Thick and thin questions», «PRES-formula», «Fishbone». The specified methods and techniques accustom students to independent thinking, a critical look at alternative solutions to existing problems, and the choice of well-founded argumentation. Emphasis is placed on the application of the problem-based approach in the educational process, which is the main tool for the development of critical thinking, because it contains a contradiction that allows students to form their own attitude to the issues under consideration. It has been proven that during the study of micro- and macroeconomics, effective methods of developing critical thinking are the division of students into groups and teamwork during preparation for debates, and the important role of essay writing is also analyzed. Key words: critical thinking, professional training, future educator, «INSERT», «Written discussion», «PRES-formula», «Fishbone».

THE USE OF GROUP WORK IN LEARNING THE UKRAINIAN LANGUAGE AS A FOREIGN BY STUDENTS OF HIGHER MEDICAL EDUCATION: THEORETICAL ANALYSIS

The article reveals the problem of using group methods of work in learning the Ukrainian language as a foreign language by students of higher education in the medical profession. A scientific analysis of modern requests to the future specialist, the system of his skills from the point of view of the competence approach was carried out. The concept of soft skills and its role in the a modern specialist functioning are described.The specifics of the soft skills formation during the study of the Ukrainian language as a foreign language among students of higher education in the medical profession are presented. Attention is focused on the need to create real communication situations in order to develop foreign language speaking skills.The concept of group work in learning the Ukrainian language as a foreign language in higher education is presented, its general didactic principles of application are described in accordance with the competence and dialogic approaches. Attention is focused on the activity of students of higher education during the application of group forms of work, their possibility of inclusion in communicative situations, ensuring real interactivity during work in microgroups. The advantages of group work in language learning are described ‒ the ability to ensure the reproduction of situations of real communicative interaction, the provision of an emotionally favorable atmosphere, the modification of methods of monitoring success and the system of roles of the teacher and the student of highereducation in the educational process.The didactic principles of the possible division of higher education students into microgroups for optimal provision of the educational process are described. It’s find out that during the group work, all students take an active position, being in improvised situations of real communicative interaction; have the opportunity to improve their speaking skills in Ukrainian as a foreign language.
 Keywords: group work; pair work; Ukrainian language as a foreign language; reproduction of real communication situations; interactivity of pedagogical communication; advantages of group work; soft skills; dialogicity.

Soft Skills as a Guarantee of the Growth of Competitiveness of Future Specialists in Information and Communication Technologies

This article studies problems in the process of development of soft skills, of future specialists in information and communication technologies, necessary for creating Startup projects, developing products, creating a business model and implementing technological entrepreneurship within the framework of modern technologies by formation of complex of knowledge about the organizational and scientific methodological bases of effective business ideas and action planning. The competency in formation and realization of Startup projects is fundamental in the process of innovation commecialization. Therefore, in higher education programs, it is important to professionally train future specialists to create startups and implement the models of commercialization of products. As a result, this will contribute to a change in the structure of education and an increase in the activity of university business incubators (UBIs). The startup realization activities play an important role in formation of soft skills of students. Moreover, teamwork in a well-chosen and collaborative group is helpful for students in improving not only soft skills, but also in developing market analysis skills and as an activity that gives an opportunity to use appropriate tools. In addition, during business incubator programs, usually startup business plans are fully formed, which students can later use as a basis for their own business. The article investigates the historical aspects of the introduction of the concept of soft skills into scientific circulation. The significance and content of soft skills development process, which is actualized by the need of raising human capital focused on the creation of a digital industry, the need to use innovative platforms and by the growth in the number of young people studying in the field of information and communication technologies, striving to implement a highly effective, successful start-up project, are determined.

Soft Skills formation in professional-oriented foreign language education at higher education institutions

The article aims to analyze the constituent characteristics of soft skills and evaluate students' existing skills and their readiness to receive professionally-oriented foreign language training. General scientific methods of cognition are used for the study, including analysis of foreign investigations, periodicals, and surveys conducted by experts and scientists. During the study, the requirements of employers to the personnel for the qualities of soft skills in students are determined. The results show that in foreign language teaching, insufficient attention is paid to the education of these qualities. The study results are of great importance for the higher education teachers forming methodological developments in fostering these soft skills among students.

ФОРМУВАННЯ SOFT SKILLS МАЙБУТНЬОГО ХОРЕОГРАФА У ПРОЦЕСІ НАВЧАННЯ У ЗВО

The paper studies the process of forming the soft skills of the future choreographer in the process of studying in the Free Economic Zone, which is an important element for ensuring future successful employment in the labor market. The interpretation of the essence of the category "soft skills" is analyzed and the main characteristics of soft skills are investigated. It is established that there are three categories of soft skills: social-communicative (communication skills, interpersonal skills, group work skills, communication ethics, work ethic, etc.), cognitive (critical thinking, problem-solving skills, innovative thinking, time management, etc.), personality attributes and components of emotional intelligence (emotional intelligence, honesty, optimism, flexibility, creativity, motivation, empathy, etc.). It is analyzed that the Standard of Higher Education in the specialty "Choreography" defines the full range of special competencies and learning outcomes of future choreographers. The process of forming soft skills in future choreographers through the analysis of the educational standard of their specialty is analyzed. A general overview of the educational components in the educational program "Choreography" from the standpoint of ensuring the formation of soft skills. The disciplines of the specialty "Choreography" are analyzed, which are aimed at the formation of various soft skills in future choreographers. The discipline "General Theory of Morality and Professional Ethics" is analyzed in the perspective of its ability to directly form the soft skills of the future choreographer, which contributes to the formation of communicative competencies. It is established that the most significant in the formation of communicative competencies are personal indicators in several areas: individual-personal, communicative, socio-psychological, moral and political. It is established that the communicative culture of students during the study of the discipline "General Theory of Morality and Professional Ethics" as an integrative personal education, where its structure distinguishes indicators: cognitive criterion, emotional value criterion, behavioral criterion. It is determined that after completing the training program, future choreographers on the basis of the competence approach should develop soft skills in three profile dimensions Creating (CREA), Performing (PERF) and Appreciating and Analyzing (APAN).