The article analyzes the place and role of the discipline «Socio-cultural design» in the system of professional training in cultural studies. It has been established that this course or a similar one by name is present in the educational programs of the majority of higher educational institutions that train cultural specialists. We believe that specialists from various educational institutions regard it as an essential component of the professional education of a bachelor of cultural studies. It has been found that the modern labor market needs a project-oriented professional which is why the developers of the standard of higher education in the specialty 034 Cultural studies have foreseen in its structure the competencies that form such a specialist. The analysis of the educational content of some higher educational institutions has made it possible to single out the tasks characteristic of the subject «Socio-cultural design». These include elucidation of the theoretical and methodological foundations of socio-cultural design; analysis of the socio-cultural environment as a prerequisite for the project process; studying different types of design and mastering practical (technological) design skills. The study of the discipline content has showed that the topics presented in the programs are divided into theoretical and practical blocks/modules. Usually, the hourly preference is given to the practical module or their ratio is equal. This approach corresponds to the goals of education stated in the standard of higher education and shows that its teaching is oriented, first of all, to the formation of applied skills. It has been established that the selection of topics corresponds to the current state of scientific development of the issues of socio-cultural design and methodical approaches to its teaching. We note the fundamental similarity of the subjects in the programs of different higher education institutions. We believe that the success of a culturologist’s professional activity largely depends on the level of his mastery of the technologies of competent analysis of a specific socio-cultural situation and the skills of developing and implementing projects and programs capable of significantly improving the existing situation. It has been established that, in addition to the ability to generate projects, «Socio-cultural design» develops other competencies necessary for a cultural researcher. In particular, during its study, students of higher education develop skills in presenting the products of their professional activities, analytical skills, the ability to select appropriate arguments using current and relevant sources, etc.