In the context of the deepening ideological crisis of humanitarian knowledge and public consciousness, higher education solves the problem of improving the training of future humanitarian specialists to work in this environment. One of the directions of its solution is enrichment of the experience of social interaction of future specialists in the humanitarian sphere (teachers, cultural workers, lawyers). The purpose of the article is to study the problem of enriching the value-semantic experience of students and to develop, on this basis, an appropriate matrix for a future specialist in the humanitarian sphere. Methodology and methods: a system-dialectical approach, which allows considering the individual system of worldview constructs of experience as a derivative of the system of cultural and historical experience; system analysis and synthesis, modeling of the structure and functions of experience. The experience of social interaction is considered as an integrated educational result of a competence-based pedagogical process. Its structure is composed of value-semantic, thought-activity and expressive-activity components, which have a matrix basis. The value-semantic matrix of the individual experience of social interaction is considered as a model of active reflection in the consciousness of the student of the basic values, cultural, moral and moral norms, traditions, customs, images and samples of socially significant ways of life and behavior of its citizens. The results of the study of the concept and functions of the cultural matrix, the role of the cultural matrix of the Russian world in regulating the behavior of large communities, groups and individuals are presented. Based on the system-dialectical approach, the structure and content of the matrix elements are substantiated. The elements of the value-semantic matrix are polar pairs of basic values of Russian culture, formed at the intersection of personal (values, goals, meanings) and activity (spheres of life) predictors. In the educational process, this matrix serves as a framework model of the value-semantic component of the student's social interaction experience, sets the conceptual content of his axiological field, serves as the basis for the choice of the axiological content of education and the development of diagnostic tools for determining the level of formation of the studied experience, is used as a methodological means of translating the methods of social interactions in pedagogical tasks.