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The article deals with the issue of international economists' vocational training. The results of the pilot research have revealed a number of inconsistencies in the process of studies such as the growing load of educational material and inefficient traditional methods of its study; requirements to solve professional problem situations combined with rare practice of applying innovative pedagogical technologies that could enhance interpersonal interaction; the need to develop practical readiness to build functional relationships in a foreign-language and lack of interdisciplinary approaches, professional simulation and adaptation techniques. With the aim of eliminating the aforementioned problems a graphical model of vocational training of future international economists using interactive technologies has been developed on the basis of theoretical and empirical research which determines the main directions of the experimental work. The key constituents of the suggested model such as pedagogical conditions, components, criteria, indicators, levels, have been described. The article gives a comparative analysis of the research results which proves the efficiency of using interactive technology tools in the humanitarian and professional practical training of international economists: in the control groups the average indicator of students' readiness for foreign economic activity has changed during the course of studies from 3.03 grade points to 3.19 points (i.e. by 0.16 points), and in the experimental groups - from 2.98 points to 3.64 points (i.e. by 0.66 points), which is 0.5 points better than in control groups. The validity of the results has been verified with the methods of mathematical statistics proving the plausibility of the conducted experiment. [ABSTRACT FROM AUTHOR]

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