The article reveals the notion of distance education, meaning formation, meaningful technologies. The modern concept of psychological and pedagogical support of talent is associated with the concept of the child’s abilities disclosure in education. Discussion about the developing potential of distance education, where, on the one hand, the student’s development potential is flattened, compressed and translated into “one-dimensional space” in the process of education; on the other hand, there is a whole range of opportunities to initiate independent activity of students, to include mechanisms of cognitive and personal development of a modern student. The psychological bases of active learning technologies in distance education of gifted students are described. The author’s classification of interactive learning technologies using remote technologies is considered, where each technology finds several concrete embodiments. The results of an experimental study of gifted students’ independent activity initiation in distance education are presented.

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This article discusses the quantitative characteristics of the features of the mental activity of students with different psychological readiness for innovation. The study involved 100 students of 2-4 bachelor's and 1-2 master's courses studying at the Faculty of "Agro-industrial" of DSTU, aged from 17 to 27 years (M=21.6, SD=4.4 (76.4% men), studying at different levels of education (bachelor's degree – 66.8% (M=19.8, SD=1.6, 54.8% men), master's degree – 34.2% (M=22.6, SD=3.5, 53.5% men). The following methods were used: The questionnaire "Psychological readiness for innovation" (V. E. Klochko, O. M. Krasnoryadtseva); The method of measuring the style of thinking (A. K. Belousova); The questionnaire "Determining the type of thinking and the level of creativity" according to the method of J. Bruner; The questionnaire "Individual styles of thinking" (A. Alekseeva, L. Gromova); statistical methods. The study established the style and typological characteristics of students with different levels of psychological readiness for innovation, and also found that styles and types of thinking, as well as creativity affect the level of readiness for innovation. The prospects of the research are aimed at further studying the factors and predictors of readiness for innovation and developing recommendations for teachers to form universal competencies among students.

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