Набуття майбутніми фахівцями soft skills в умовах організації фасилітативної взаємодії

The purpose of our research is to show acquisition of soft skills by future specialists in the context of organizing facilitated interaction. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, and generalization. The results of the research. We believe that in the facilitative paradigm in the system of modern higher education, the following soft skills are basic: synergy of cooperation, interdependence, autonomy. Each of the soft skills is explicated at the 4th and the 5th levels. For example, synergy of cooperation is reflected at the first level as a willingness to work (cooperate) with other members of a micro-group in solving clearly agreed tasks; at the second level – as the ability to meet the educational needs of the group, its individual members; at the third level – this is an assessment of each person’s contribution to the educational product of facilitative interaction; at the fourth level – this is a willingness to give up an individual goal in favor of a more global goal. Soft skill “interdependence” is modelling through the existence of the following levels: the first is an understanding of how all members of society interact, sometimes as autonomous, sovereign individuals, sometimes as those who cooperate within micro-groups; the second level is mutual respect, which arises from a sense of self-worth and understanding of the needs of others (taking into account the purpose of facilitative interaction); the third level is recognition of the rights and advantages of others during facilitative interaction; the fourth level is mutual learning based on recognizing the values of other people; the fifth level is interdependence and cooperation, which broaden perspectives in the cognitive process, develop self-esteem and understanding of the importance of facilitative interaction. Conclusions. We proved, that soft skill “autonomy” was actualized due to the existence of the following levels: the first one included willingness to take responsibility for satisfying cognitive needs; the second one was understanding the level of aspirations and one’s own self-esteem, awareness of one’s own sense of dignity; the third level was changing decisions based on changes in circumstances corresponding to situations of facilitative interaction; the fourth level was learning both formal educational skills and its creative forms; the fifth level was a broad view of the future: determining the main direction of implementing facilitative interaction, rather than achieving a certain separate goal; solving urgent tasks and certain tasks for the long term.