Abstract: This article analyzes the prospects of modern Russian development of “troublehacking” as a profession of the future. Troublehacking, as the methodology for system improvement, is founded on the two step-by-step algorithms of actions: basic algorithm for effective solution of the problems, and a simplified vector. The first one is based on the systemic analysis, risk theory, and instruments of the theory of the resolution of invention-related tasks. The second one is based on the launch of associative thinking through the analysis of register of inventive ideas of troublehacking. Troublehacking is the innovative methodology aimed at functional improvement of social systems on several levels simultaneously: from corporate to private life. In the context of school pedagogy, troublehacking is within the logic of competence approach. The authors prove that troublehacking, as a profession of the future, has great potential, as it can be implemented in both, engineering-technical and social-humanistic spheres, and is based on the competences that underlie the register of most promising professions that are recognizes as such on the international level. While the classical concept of profession is being transformed and diluted, troublehacking is open to the constantly changings social diversity. Therefore, unlike other professions, it would continue to be in high demand due to the featured universal set of competences.