У дисертації обґрунтовано теоретичні і методичні засади професійної підготовки майбутніх дипломатів; розроблено й експериментально перевірено ефективність моделі підготовки майбутніх дипломатів як інтелектуального ресурсу держави.Здійснено теоретичний аналіз розробленості наукової проблеми та понятійно- термінологічного апарату дослідження. Охарактеризовано методологічні підходи професійної підготовки майбутніх дипломатів. З’ясовано стан професійної підготовки майбутніх дипломатів у системі неперервної освіти. Виявлено особливості професійної підготовки майбутніх дипломатів в умовах глобалізаційних процесів (цілеспрямоване застосування загальнопедагогічних та специфічних принципів, інтерактивних технологій у процесі професійної підготовки, інтеграція спеціальної фахової та гуманітарної підготовки; оптимізація професійно-адаптаційних процесів під час навчання в закладах вищої освіти). Розроблено та експериментально перевірено модель професійної підготовки майбутніх дипломатів як єдність взаємообумовлених елементів, охоплених причинно-наслідковими зв’язками та зв’язками координування, складниками якої визначено цільовий, змістовний, технологічний, оцінний, результативний блоки. Здійснено науково-методичну рефлексію результатів дослідно-експериментальної роботи.Ключові слова: професійна підготовка, майбутні дипломати, готовність майбутніх дипломатів до професійної діяльності, модернізація професійної підготовки, заклад вищої освіти.^UTheoretical and methodical principles of professional training of future diplomats are substantiated in the doctoral thesis; the effectiveness of the model of training future diplomats as an intellectual resource of the state was developed and experimentally verified.In the dissertation considered scientific novelty of the obtained results consists in the fact that for the first time the problem of professional training of future diplomats as an intellectual resource of the state has been comprehensively investigated, in particular: the scientific, theoretical and conceptual foundations of professional training of future diplomats have been theoretically substantiated; the model of professional training of future diplomats as the unity of interdependent elements covered by cause-and-effect relationships and coordination relationships has been substantiated, and pedagogical conditions for its implementation are introduced (development the professional identity of future diplomats, the implementation of symbolic-contextual education by means of information technologies, the use of interactive technologies in symbolic-contextual education); criteria are defined (level of mental development, a certain person's attitude to learning, his desire to master different ways of learning, mobilization of willpower in order to overcome difficulties in learning and achieve the set goal), indicators and levels of readiness of future diplomats for professional activity (high, medium, low); the essence of the concepts «professional training of future diplomats», «readiness of future diplomats for professional activity» is defined.The leading idea of the research is based on the proposition that the integral and dynamic educational process of professional training of future diplomats in institutions of higher education is socially conditioned, pedagogically and professionally deterministic, taking into account modern processes of building a knowledge society, development of the continuous education system, domestic and foreign experience of training specialists in the international field.The study is based on the understanding of the future diplomats’ professional training as a continuous, conscious, purposeful process of personal and professional growth of the future specialist, which ensures his professional development, the acquisition of practical experience in future activities, the formation of personal qualities, the ability to self-improve and self-development.The goal and result of training future diplomats is appropriate readiness. We consider the readiness of future diplomats for professional activity as an integral characteristic of the personality, which is a set of personal and professional qualities and states, which is determined by the formation of professional consciousness, motives for achievements in the profession, the focus on the realization of the professional ideal in the appropriate social conditions, professional competence and work capacity.The implementation of the leading idea and conceptual principles is based on fundamental philosophical ideas, provisions that found expression in the set of main concepts (methodological, theoretical, technological ) and allowed to achieve dynamism and completeness of the disclosure of the problem.The methodological basis of the scientific problem study of the professional training theory and practice of future diplomats as an intellectual resource of the state is formed by a set of scientific approaches (paradigmatic, systemic, synergistic, cultural, axiological, acmeological, competence-based, activity-oriented, and personality- oriented), which in their totality complement each other , are characterized by internal unity, interdependence and methodological interconnections. Complex application of defined methodological approaches enables multi-vector analysis of the research problem and synthesis of its results in the construction of the concept, theoretical provisions, development of a model of future diplomats’ professional training and its implementation in the real process of their professional training.Key words: professional training, future diplomats, readiness of future diplomats for professional activities, modernization of professional training, higher education institution.