The term “universal competencies”, which is widely used today in the education system (thanks to the new FSES VO 3++), still does not have a clear scientific definition. This determined the need for a scientific and methodological understanding of this concept. In this context, the purpose of the article is to provide a theoretical justification for the psychological and pedagogical characteristics of the construct “universal competences of students”. The object of the study is the process of developing the competence approach in Russian higher education. As a subject of research, the authors consider universal competencies as a psychological and pedagogical construct. General theoretical methods are used as research methods: analysis of theoretical and scientific methodological research, generalization and design of scientific concepts. As a result of the study, it is established that the pedagogical essence of such an educational construct of higher education as universal competencies lies in the fact that the degree of their formation is considered as one of the main types of higher education performance. These results are above objective and sustainable. In addition, the presence of universal competencies among students stimulates the social and professional mobility of a specialist in various regional, state and international systems. Based on the existing research, the authors note that the psychological essence of such a construct as universal competencies is reflected in the fact that they can become the basis for the personal and professional develoment of a specialist. This is facilitated by such psychological characteristics of universal competencies as the ability of students to show a subjective position in relation to their professional education and professional development and readiness for constructive social and professional interaction of the individual.