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Abstract: The article reveals the causes of special interest in the problem of communicative competence formation in the process of design and realization of individual educational trajectory. The author proves the applicability of the physical term “trajectory” to the pedagogical context as it presupposes the opportunity to use variable ways of communicative competence formation in the learners. Special attention is paid to the dependence of individual educational trajectory design and realization on the individual activity and communication style of the learner. In this regard, the author of the article recommends efficient ways of successful inclusion of learners into communication sphere, proceeding from the specific features of their individual style of activity. At the same time, considerable attention is paid by the author of the article to the use of interactive methods promoting the most productive inclusion of learners in the communicative activity by means of creating favorable conditions for full realization of their capabilities. The quality of design and realization of the individual educational trajectory is higher when the learners cooperate with each other as well as with their teachers. The learners acquire the skills of effective interaction, active listening, and the ability to establish feedback in the course of communicative activity. Besides, the author has revealed the significance of such organizational pedagogical resource regulating successful design and realization of individual educational trajectory as conscious search of the learners for individual sense in training through interaction between the subjects of education process and the search for the sense of communicative and collective creative activity. In this context, sense creating, according to the author, is the integral phenomenon of communicative activity. Based on the results of the study, the author suggests some variants of design and realization of individual educational trajectories promoting the formation of communicative competence of learners.