The article deals with the issue of forming competence of social responsibility in vocational training of future petroleum engineers in Ukraine and abroad. Various views on the essence of social responsibility, particularly by means of higher technical education, have been given. It has been stated that many scholars have thoroughly focused on the essence of social responsibility used by higher education systems of different countries. The article also emphasized that social responsibility can be examined in terms of obligation, reaction and responsiveness. Therefore, it has been presented that social responsiveness are actions that exceed social obligation and social reaction. Additionally, the essence of social responsibility appears to be associated with perseverance and self-discipline. The foreign pedagogical experience referring to social responsibility provides a focal aspect of the role of the professional educator and vocational training throughout the world. Comparative studies of social responsibility are quite infrequent, typically as opposed to other connected areas, like comparative management, law or governance. It is stressed on an instructive interference in learning activities which inquired to train future petroleum engineers more excellent to evaluate severely all pros and cons of social responsibility that is a way to integrating the concerns of the industry and society. Based on the analysis of scientific and reference sources and international documents it has been concluded that a high percentage of universities include social responsibility related subjects on their curriculum. Social responsibility is taught as either specific social responsibility subjects or as a part of various subjects on the academic curriculum.