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Social adaptation of foreign students in Russian high schools is a process of active adaptation to the conditions of a new socio-cultural and educational environment. The article is directed on the development of pedagogical support, contributing to the efficiency of this process. The following leading methods for the mentioned problem‘s solving are chosen: modeling, survey, interview, test, ranking, observation, mathematical processing of experimental data. The experiment involves foreign students of the 1st and 2nd courses. The article deals with the specifics of foreign students’ social adaptation in Russian universities, including socio-cultural, socio-psychological, pedagogical aspects; presents the internal and external factors that influence the process of social adaptation of foreign students studying in Russian universities; represents the developed model of pedagogical support of foreign students’ social adaptation in Russian universities, including conceptual, target, process, evaluation-criteria parts; reveals the necessary and sufficient organizational and pedagogical conditions of pedagogical support of foreign students’ social adaptation in Russian universities. Comparison of experimental work results proves the effectiveness of pedagogical support of foreign students’ social adaptation in Russian universities if the necessary and sufficient organizational and pedagogical conditions are created (initiation of foreign students to the traditions and values of the multinational Russian culture, organization of intercultural communication of foreign students with each other and with Russian students; adaptive works organization to form and develop foreign students' general educational abilities and skills necessary to adapt to the educational process, development of sustained interest and motivation for the future professional activities).

The modern society needs highly educated professionals, who are not only capable of navigating in difficult work situations, working in a team and taking responsibility for the completed tasks’ results, but also willing to take decisions under conditions of frequent change of professional activities’ technologies. The goal of the article is to justify and experimentally verify didactic possibilities of formation of future specialists’ professionally significant personal qualities in the process of students’ professional modules mastering. The leading approach is a design approach that contributes to organization of a focused process for the development of professionally significant personal qualities and the formation of students’ competencies, as well as realizing of professional modules’ potential in the educational process. The authors reveal, justify and experimentally check up didactic possibilities that contribute to the project approach’s effective implementation in the organization of educational process at the University. This article is recommended for teachers, researchers, heads of educational institutions engaged in training of bachelors and masters.