After the success of the social competence education (SKU) system, it was decided to create a system plug-in for students. The main objective of the article is to present and theoretically and empirically confirm the main features and purpose of the plug-in which the most important idea was that the students themselves could not only to register for the activities that were registered in the system, but also manager the development of their social competencies. In this way, the plug-in, not only in its content, but also in its form, was intended for the students themselves, i.e. self-governance, to develop self-directed, self-regulation learning competencies. I.e. the structure of the plug-in itself, the nature of its management, tools, etc. were constructed as a platform for the development of self-directed learning competencies, which, in turn, makes this plug-in unique, and at the same time very relevant, because self-directed learning competencies are treated as one of the essential competencies of the future labour market and the world of activity in general. This is particularly relevant and evident in the context of lifelong learning, relevance of which is constantly increasing at least because the permanent changes in all spheres of the life. The study of the SKU model and its electronic platform confirms that the SKU model, which includes cooperation with external partners and formal and informal education, is an effective tool for the development of social competencies, especially self-directed learning competencies. The electronic platform plays an essential role in this process.