The article discusses the possibilities of using the European system of credit units (ECVET) for the formation of individual educational trajectories. ECVET technical specifications are analyzed in the context of geographic mobility. It is concluded that the application of ECVET principles is promising for building individual educational paths in the system of Russian vocational education and training.

Introduction. In the modern digital economy, special attention should be paid to the position and role of a teacher in the contemporary educational space, taking into consideration the modern multicultural context and the subject-subject educational paradigm. Naturally, high-quality performance requires not only professional competencies but also supra-professional skills, referred to as soft skills. Aim. To determine soft skills necessary for a modern VET teacher as well as methods and means of forming and improving soft skills among teachers at present time. Methods. A qualitative and quantitative content analysis of theoretical sources was carried out during the research. Classification and comparison methods were used to develop the concept of soft skills necessary for a modern VET teacher. Results. The main supra-professional skills necessary for a VET teacher were identified: communication skills, leadership skills, planning skills, the ability to show empathy, patience, and sympathy. The scientific problem of developing a methodological apparatus that allows contemporary VET teachers to form these soft skills was raised. Scientific novelty. The definition of supra-professional skills is identified and highlighted among the variety of other possible terms: interpersonal skills, flexible skills, transprofessional skills, etc., denoting the English term soft skills. A suggestion has been made to form supra-professional skills not only among future teachers, but also among those who are already engaged in teaching. Practical significance. The conclusions regarding the necessity of developing supra-professional skills among future teachers, and those who are already engaged in teaching, may be of interest to developers of further educational programmes for VET teachers.