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Introduction. The modern stage of education development brings to the fore an individual approach to students, which, of course, is facilitated by the organization of their project and research activities. The relevance of research activities is obvious, because it aims to acquire students’ functional research skills as a universal way of mastering reality. This is facilitated by increased motivation for learning activities and activation of the student’s personal position in the educational process, the basis of which is not only the acquisition of subjectively new, independently acquired knowledge that is new and personally significant for a particular student, but also their understanding of each stage of work based on reflection. Theoretical analysis The article presents the experience of systematic reflection on the process of scientific and research work organization of SSU undergraduates studying in the field of psychology and pedagogy when reflecting on their own potentials and significance of their research work as a mechanism of their activity manifestation. Developing potential of undergraduates‘ research work organization is revealed as strengthening their research work engagement and formation of their research position. Conclusion. Consideration of the problem of the organization of systemic reflection among undergraduates revealed increased activity and effectiveness both in research activities and when defending the final qualifying work.

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.