In science social intelligence has come to be studied in different ways. However, in almost all works the lower level of development of social intelligence, the relationship of social intelligence with various personality problems are the focus of the researchers.

Until now in the literature there are different indicators and measurements that are the basis, prerequisite, determinant of social intelligence. The basis for the study of the features of the development of social intelligence of students, not formulated on the same basis and theoretical and methodological. Therefore, we believe that the theoretical and structural content of the model of development of social intelligence in students clearly reveals the theoretical and methodological foundations of this study.

On the basis of the above-mentioned part of this study we have developed a theoretical-structural model, which allows to identify the features of the development of social intelligence in students. The definitions and theories of social intelligence discussed here, theoretical and methodological directions of psychological and pedagogical research were taken as the basis.

Here, when we say "model of development of social intelligence in students," we describe the internal personal changes, features and their consequences as an impact on the professional pedagogical activity, pedagogical relations. The development model is not created, because we do not set goals and objectives for the development of social intelligence in students. Therefore, the theoretical and structural model does not include pedagogical and psychological conditions to identify the features of the development of social intelligence in students.