Abstract . The article is devoted to the development of an experimental model of formation of future navigators' preparedness to cross-cultural communication by means of information and communication technologies. The study on future navigators’ training to cross-cultural communication is relevant, since cross-cultural communication has a significant influence on the professional communication of navigational officers (navigators) and their ability to perform their duties professionally. Future navigators’ training to cross-cultural communication is an important part of their professional training, because the professional activity of navigators is directly related to communication with representatives of other countries and cultures. Taking into account the component structure of future navigators’ training to cross-cultural communication (motivational-and-cognitive, action-and-creativity-centered and personal-and-reflective components), in the article the criteria and indicators are named, which can be used to diagnose levels of preparedness to such an activity. The criteria of the investigated construct are: mindset-and-contents, operational-and-creative, and individual-and-evaluative. The article analyzes literary sources on the theory of modeling, defines the concept of a model of formation of future navigators’ preparedness to cross-cultural communication through means of information and communication technologies. In the work, the main blocks of the model (methodological-target, content, process-technological, diagnostic-appraisal) are identified and analyzed; defined objectives, tasks, methodological approaches (system, communicative, situational-context and person-oriented) and didactic principles (the principle of connection of theory with practice, systematic and sequencing, individualization, humanization and democratization, interdisciplinary integration), formation of future navigators’ preparedness to cross-cultural communication; in the article there are named means and methods of preparation of cadets for intercultural dialogue, and also purposefully selected pedagogical conditions, the introduction of which will promote implementation of the developed experimental model and will help solve the tasks set in the educational and pedagogical process.