The need to develop an integrative readiness of future specialists is a relevant scientific problem. The reasons for this could be based on the fact that that the specialists-to-be were expected to be involved in the fierce competition for vacancies and areas of activity, have modern information and communication tools, i.e. have an integrative readiness for professional activity. Institutions do not, however, have a single integration (interdisciplinary) framework for training, do not provide a comprehensive educational information, technical tools, strategies and technologies of education, reasoned psychological and pedagogical conditions. According to the author, the integrative readiness of future specialists for professional activity is a system-personality formation that reflects the unity of theoretical and managerial training and practical ability of students to comprehensively apply regulatory, socioeconomic , psychological and pedagogical methods and technologies for solving different problems. This readiness reflects the unity of the motivational inclination of future specialists to professional activity and knowledge of practical technologies for solving a wide range of professional problems in personal and business interactions. The research methodology is based on the concept of key competence, which provides systematization, classification of significant problems, development of a matrix of significant problems, and determination of overall strategy, management technology of professional training development process. Students and teachers can use research materials can be used by in educational and practical activities; developers of content, organizational forms and methods of professional training to improve the practical component of curricula and standards of their development.