The article deals with the content and structural components of the communicative competence of the teacher of the HEI. The purpose of this article is to highlight the theoretical issues of communicative competence as a compulsory component of the professional competence of these professionals. The methods of research are general scientific (analysis, synthesis, comparison, generalization) and specific scientific methods (system-structural). Research results. The work presents professional competence of the teacher of the HEI as the willingness and ability to perform scientific and pedagogical functions professionally under the accepted educational and social standards. The specifics of the professional competence of the teacher of the HEI are considered and its structural components are distinguished. It is proved that the communicative competence of the teacher of the HEI has a complex structure. It includes the components of motivational values, cognitive components, operating components and components of positional values. The teacher’s readiness for professional improvement, the need for career development and professional advancement, the desire for self-development, self-realization and personal fulfilment belong to the elements of motivational values. Cognitive elements refer to the specialist’s knowledge in a specific area (what a specialist knows about this). Operating elements concern the fact of how a specialist applies his knowledge into practice. Elements of positional values appeal to the specialist’s attitude to the field of activity. Conclusions. Communicative competence is a significant component of the professional competence of the teacher of HEI, providing the positive social impact of higher education. The practical significance of the study is that the analysis and consideration of the presented theoretical provisions will contribute to improving the quality of the educational process, based on a better understanding of the role and place of communicative competence in the structure of professional competence of the teacher of modern HEI. In our opinion, a promising direction for further research is development of a model of communicative competence formation of the teacher of HEI.

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