Keyword: «vocational college»

Currently, the system of secondary vocational education, as an integral part of the Russian educational space, is undergoing significant transformations, due to which the quality of the educational process is improving. One of the trends is the use of an environmental approach to the organization of extracurricular activities of students of a professional college. The environment of an educational institution has a significant potential in the formation of not only professional, but also general competences (GC), which are noted as a result of training students at a professional educational institution. One of the most important GC for a future specialist is sociocultural one, which is based on the acceptance of a multicultural world, which will allow him/her to successfully interact with representatives of various ethnic groups (colleagues, administration, consumers) in the course of professional work. The purpose of this study is a theoretical analysis of the "socio-cultural environment" concept of a professional college, definition of the structure of this environment, characteristics of its main components. From the standpoint of an environmental, competence-based and practice-oriented approaches, the authors analyzed domestic and foreign scientific works on the organization of the socio-cultural environment in a professional college, which made it possible to define the essence of the phenomenon under study, to identify and characterize the spatial-sematic, information-virtual, communication-organizational and methodological components of this environment. The content development of these environment components will allow the teaching staff to focus students' attention on the norms of cultural communication and cultural values when conducting extracurricular activities. The theoretical significance of this study is in justifying the need for organizing a socio-cultural environment in a professional college. The practical significance lies in the possibility of using its results by methodologists and teachers of the SVE system in the development of structural components of the environment that contribute to the formation of students' sociocultural competence.