The article considers the cross-cultural competence of an individual as an important factor influencing the success of adaptation of various categories of people immigrants, refugees and internally displaced persons, returnees, representatives of ethnic and cultural minorities, as well as representatives of multicultural societies. Based on foreign studies, different approaches to the development of practical programs aimed at increasing intercultural competence and the effectiveness of socio-cultural adaptation are analyzed. In many cases, the fate and career of a person depends on successful intercultural interaction. Cultural differences become a particularly important factor when a person is forced or voluntarily in another sociocultural environment, where he must deal with various life and business tasks. Ignorance of cultural values, roles, norms and rules of conduct can be a major obstacle in international political and business negotiations, on the way to survival in a new culture and achievement of goals and education. In addition to knowledge of another culture, the skills and abilities that will determine the realization of this knowledge, as well as the desire to overcome all obstacles and to succeed in activities in intercultural interaction are necessary. The combination of knowledge, personality traits, motives and specific skills that contribute to the effective achievement of goals in intercultural interaction, was called intercultural competence. This complex theoretical construct, extremely needed in practice, has attracted the attention of a huge number of researchers and developers of practical programs. Thus, the approaches discussed give a broad opportunity to choose methods and technologies for solving problems that arise in intercultural interaction. Despite the general tendency to develop complex methods, the specific approaches, as shown above, continue to exist and develop, taking into account the latest advances in this field. Traditional methods, such as lectures, case studies, role-playing games, game simulators, the method

The article focuses on the fact that human spirituality is crucial and includes values, value orientations, based on the general culture of man, in particular on aesthetic culture. In the process of research, the cultural direction in the education of students and their socialization were highlighted. A retrospective analysis of the scientific literature was carried out, which made it possible to state that culture is a complex formation of values, activities, personal aspects and has no unambiguous and universal definition. It is found that it is precisely in the dialogue between the person and the subject that due to the aesthetic attitude of the subject, the sensual existence of the object personality is included in the cultural system. Based on the analysis of scientific publications, a schematic representation of the mechanisms of influence of aesthetic personality culture on its behavior and other types of human activity is proposed. It is proposed to outline the aesthetic personality culture as an element of the general personality culture, which provides: analysis of input (external) attitudes, norms, values through the prism of personality outlook; a synthesis based on their own cultural views, beliefs and norms of behavior; organization according to them, ways of interaction of the subject with other people, activity in the world, creative activity and self-improvement. This is the basis for the formation of the development of aesthetic personality culture, in particular, the modern specialist in the process of his professional training, socialization. It is suggested to consider aesthetic culture as an integral personal formation in the process of socialization of personality, characterized by the ability of the individual to perceive, evaluate and realize the beautiful in everyday life, nature, art.

In the article it is revealed the essence of interpretation of the phenomenon of «aesthetic competence» from the point of view of philosophy, psychology, pedagogy, sociology, and cultural studies. Emphasis is placed on the interconnection of synonymous terms «readiness» and «preparedness»: «readiness» is a concept broader than competence and preparedness, which may be single, fragmented, that is, not to provide the full capacity to perform the functions of an activity. The essence of the outlined phenomenon is analyzed through its separate concepts, taking into account their relation: «aesthetic competence» with the concepts «competence», aesthetics «. Artistic and aesthetic competence is defined as a system of internal means of regulation of artistic and aesthetic actions, which includes artistic and aesthetic knowledge, social guidelines, skills and experience, aesthetic orientation, based on knowledge and sensory experience, free possession of artistic and aesthetic means and perception of artistic and aesthetic situation. The essence and features of aesthetic competence are revealed. The modern approaches to defining the concept of «aesthetic competence» are highlighted. The components of aesthetic competence are revealed. Specific features and factors influencing the development of aesthetic competence are highlighted. In conclusion, it is noted that the concept under study, aesthetic competence, should be differentiated into such varieties as aesthetic and artistic competence, while each of them, for a particular artistic profession, will at the same time have a general and specific meaning.