Statement of the problem. This article deals with psychological and pedagogical approaches to the effective formation of students ‘ instrumental competences. The purpose of this article is to show the relevance of the problem concerning the practical realization of continuous training of specialists, including engineers, designers and architects. Results. The article gives the definition of instrumental competences, methods and techniques of instrumental competences formation. The author points out that the teacher can choose a set of exercises for each student depending on the dominant type of intelligence. The statement is put forward that this approach is most consistent with the development of individual potential and helps the student to learn new material much better and quicker. In addition to professional and a set of general (key) competencies, the essence of the formed instrumental competence is shown, it is noted that the following types of intelligence: linguistic, visual-spatial, logical-mathematical, intrapersonal and interpersonal are of special interest to teachers in the formation of instrumental competence in the classroom. Research methodology. As a result of research and analysis of scientific publications on the formation of students’ instrumental and professional competencies, it is possible to recognize that this article adds the information in terms of psychological and pedagogical approach, giving as examples the principles of training, according to which the training of architects, designers, engineers should be focused on the formation of professional competence and creative thinking. General pedagogical and didactic terms of formation of professional competence are offered; the criteria for the selection of the professional training content are distinguished in the article. Nowadays, there is no uniform understanding of the issue of these competencies formation; therefore, this issue needs to be improved. Conclusion. On the basis of the research the author makes conclusion that the realization of these conditions is carried out through a consistent interconnected system of actions of the subjects of activity; they can modify the nature of the activity, determine the range of phenomena, as well as affect the duration of professional suitability. The choice of methodological approach to the process of formation of instrumental and professional competences also plays an important role.