Description:
The article argues the heuristic value of cognitive and discourse modeling as a methodology of variable classroom environment exploration. The complex nature of the classroom environment requires the use of potent methodological instruments to integrate various aspects and components of education into a coherent and consistent system that reveals the vectors of systemic and functional interrelations and interconnections. The object under consideration is a cluster of key competencies. The pragmatic value of these competences is revealed, their characteristic features are highlighted and the principles of their formation are described.